Within the dynamic context of inclusive education for children with special needs in Israel, parents play a crucial role in addressing these challenges. The present study focuses on the experiences of parents with children who have special needs in inclusive educational frameworks in Israel. Using an interpretive phenomenological approach, qualitative semi-structured interviews were conducted with 10 parents of children with special needs who are enrolled in inclusive educational settings, either in mainstream classrooms or kindergartens. The interviews were transcribed and analysed using theoretical thematic analysis, which yielded four main themes: persistent conflict, challenges in choosing educational settings, proactive coping strategies and interaction with educational settings. The study highlights conflicts with other parents, difficulties in decision-making, and lack of adequate support from the system. Findings underscore the necessity for enhanced organizational frameworks, more proficient staff and supportive environments to effectively include children with special needs into mainstream education in Israel.