<p>The role of a parent and the healthcare provider is key to determining effective early intervention (EI) for children with Neurodevelopmental disorders (NDDs). However, various barriers to seeking EI could significantly influence the developmental outcome of a child diagnosed with NDDs. Therefore, the current study investigates the barriers that hinder promptitude in enrolling children in EI. The researcher adopted a qualitative approach to investigate the research problem. In phase one 18 Stakeholders, such as special educators, speech therapists, psychologists, occupational therapists, and other healthcare and allied healthcare professionals working in the neurodevelopmental centers and special schools, were recruited and focus group discussions (FGDs) were conducted. In phase two a one-on-one interview was conducted on 12 parents of children with NDDs. The collected data were analyzed qualitatively through deductive thematic analysis to identify emergent themes. The researcher identified seven themes based on the FGDs with professionals; knowledge and awareness, guilt, myths and beliefs, financial constraints and accessibility, denial, negligence, lack of family support, and attitude and involvement toward intervention. Four themes were identified based on the one-on-one interview with parents: lack of family support, professional negligence, financial constraints and accessibility, and myths and beliefs. There were common themes that emerged from the FGDs and one-on-one interviews indicating shared perspectives between parents and professionals. Intersectionality of parental, social, and systemic factors influence promptitude toward seeking EI. The findings would assist healthcare professionals in formulating strategies to create awareness and psycho-educate parents and various sections of the community about the importance of EI programs and converting these strategies into practical implementations.</p>