Mothers of multi-exceptional (ME) learners are instrumental in their children's success. In this phenomenological study, five mothers of ME Jordanian learners between the ages of 12 and 18 were interviewed over 3 months to identify their needs and understand their lived experiences. The interviews were thematically analyzed and identified diverse needs for information, support services, and financial resources. Some challenges occurred daily and included stigmatization of many characteristics and identification procedures of ME learners. The findings are significant for practitioners and workers in the field of education of special and gifted children to improve services for ME learners and their families. It is particularly significant for Jordan as it is a previously unexplored area in the subdiscipline of giftedness in education.