In this constructivist grounded theory thesis, I explore the experiences and perspectives of parents and guardians of children with exceptionalities in Saskatchewan. As a classroom teacher and student services teacher for over twenty years, my goal was to better understand the experiences, concerns and opinions of participants. Additionally, I wanted to learn whether or not participants valued inclusion, and find out what their opinions were regarding effective strategies for teaching their children. I interviewed seventeen participants with a total of twenty-one children with exceptionalities among them. I found that most participants did indeed value inclusion. Additional categories that frequently arose included: high intensity parenting, navigating systems, home-school communication, socialization, importance of a strengths-based approach, shared responsibilities between school professionals and parents/guardians, and appreciation for teachers and other school professionals. In addition, I address the importance of teacher professional development, collaboration, parent engagement, social emotional factors, marginalization and challenges within systems. I encourage policy-makers, school division leaders and educators to commit to working towards furthering the state of inclusive education in Saskatchewan and listening to the voices of parents and guardians with children who have exceptionalities.