This small-scale Irish study explored the perceptions of a number of parents of young people who have Down Syndrome in relation to mainstream education. The aim of the study was to document their attempts to ensure that their child received an appropriate education within an inclusive setting. The research was designed as a set of case studies conducted by means of semi-structured interviews. The dominant theme in parent reports was of an ongoing struggle to convince schools to accept their child and encourage positive expectations. Curricular access proved particularly problematic in post-primary education. It can be concluded that despite some positive experiences parents encountered a school system that was unprepared and often resistant to their child's inclusion. As a result, participation in school was based on a 'grace and favour' approach. These findings highlight the urgent need to adopt a rights perspective to ensure that the school system learns to become inclusive.