<p>This study examines the awareness levels, diagnostic experiences, and support needs of parents of children diagnosed with Specific Learning Disability (SLD) displaying Mathematical Learning Difficulties (MLDs) through the lens of Ecological Systems Theory (EST). Adopting a phenomenological design, the study involved seventeen parents selected via maximum variation sampling to represent diverse socioeconomic backgrounds in Van, Türkiye. Data were collected through semi-structured interviews and analyzed using content analysis. The findings indicate that the early signs of MLD are typically recognized by teachers during the early primary years (<i>chronosystem</i>). Teacher guidance within the <i>microsystem</i> proves decisive in facilitating parental acceptance and initiating the multi-staged diagnostic process involving Guidance and Research Centers (GRC) and medical evaluations. While school-based individualized interventions are perceived as beneficial, the study reveals critical disconnects within the <i>mesosystem</i> (e.g., weak coordination between school, family, and rehabilitation services) and significant barriers arising from the <i>exosystem</i> (e.g., financial constraints, limited access to specialized support). Although parents attempt to mitigate these gaps through home-based support strategies using concrete and digital tools, their efforts are often constrained by low pedagogical literacy and societal stigma (<i>macrosystem</i>). The study emphasizes the necessity of institutionalizing school-based interdisciplinary support teams, integrating practical MLD modules into teacher education, and fostering equitable access to instructional resources to bridge the gap between policy and practice.</p>