Approximately 5-6% of school-aged children have a neuro-developmental condition called Developmental Coordination Disorder (DCD) and are at risk for a number of secondary academic, social and self-concept difficulties. Despite its prevalence, DCD is often unrecognized in the school system, and the needs of children are not addressed. In this qualitative study, interviews were conducted with 13 parents of school-aged children who met criteria for DCD. Study findings highlighted that these, often very bright, students struggled hard to produce in the classroom, with varied teacher responses. Outside the classroom, many children experienced social, self-concept, and emotional problems. Despite the support of some excellent teachers, families felt that the educational system displayed a lack of understanding and responsiveness to their child's needs. Implications of these findings include the importance of teachers in identifying children and modifying classroom environments, and the necessity of improving the responsiveness of the educational system to their needs.