The aim of this study is to examine in-depth parental views on the effect of having a child diagnosed with a special learning disability on families. In line with the purpose of the research, phenomenological design, one of the qualitative research approaches, was used. The study group of the research consists of the parents of 12 children diagnosed with special learning disabilities, who are students in schools affiliated to the Van Province National Education Directorate in the 2022-2023 academic year. The data collection tools of the research are semi-structured interview questions with 24 questions and a demographic information form, which was created by the researcher and his advisor, taking the opinions of 3 different experts. The obtained data were converted into codes, subthemes and themes, respectively. Themes of the research; pre-diagnosis process, diagnostic process, family relations and social relations. Parents reported that there was no change in their social life after their child received this diagnosis. However, they stated that they avoided talking to people outside of their close circle about the diagnosis of special learning disabilities in their children. They said that the relations between parents were not affected by the diagnosis of special learning disability, but the relations between siblings and children with special learning difficulties were badly affected. In addition, it was stated that the child with special learning difficulties tried to stay away from academic activities and this turned into a problem between the child and their parents. It has been observed that families do not have enough information about the diagnosis of special learning disability. In this context, informative studies to be carried out in schools for parents about special learning disabilities may enable them to be noticed earlier and to better adjust their expectations for their children's performance.