Duchenne muscular dystrophy (DMD), a progressive genetic neuromuscular disease, affects all major muscle groups in the body. Academic functioning is affected by the progressive nature of DMD and physical fatigue. To explore the experiential account of schooling and the barriers in schooling among children with DMD in India and to develop recommendations for school accommodation, a descriptive cross-sectional study was conducted with thirty-three male children who were diagnosed with DMD and receiving treatment from a tertiary center. A sociodemographic data sheet and a semi-structured questionnaire were used for data collection. The data were subjected to descriptive statistical and thematic analysis to derive the results. Eighty percent of the children received support from teachers and friends, and 28 percent reported their school as disability friendly. Themes derived from qualitative thematic analysis were physical difficulties, environmental barriers, and emotional difficulties. Based on the study results and review of the existing literature, recommendations for school accommodation will be proposed. Despite the difficulties they face in the school setting, active participation in school is important for children with progressive conditions such as DMD. Families and schools have a responsibility to ensure that children have an inclusive life, the barriers they face are minimized, and their time at school enhances their range of experiences and quality of life.