This paper aims to present the perspective of parents of children with autism spectrum disorder on the experience of inclusion of their children in the regular educational system, in regular classes. Research questions were set in accordance with the aim of the research which illustrate areas of interest more detail. Research questions relate to the attitude of students with autism towards learning and work, the relationship of students with autism and their peers, the relationship of students with autism and their teachers, the adaptation of the classroom and school for students with autism, parental involvement in school obligations and the adaptation of teaching methods and procedures, testing and evaluation. A qualitative approach to data collection and analysis was used in the research. Six parents (all six are mothers) participated, forming a random sample obtained by the snowball method. The criterion for selecting participants is that they have to have a child with autism who is included in the regular educational system in the regular class. Participants were interviewed using the semi-structured interview method by sending their answers in the form of audio recordings which were then literally transcribed or by sending their answers in the form of a document. The results of the research show that parents believe that teachers in schools are not educated enough to work with children with disabilities, including their children with autism, and that many of them do not even want to be educated and professionally developed. On the other hand, they pointed out that there are some teachers who voluntarily and instinctively want to help and facilitate their children in school, so they try to adapt the process of learning, teaching and evaluation to them. All parents are heavily involved in solving their child's school obligations, and some are assisted by assistants. As a major shortcoming, parents point out the inadequacy of school and classroom, but consider the biggest problem is the inadequacy of teaching, writing assignments, evaluations and generally all activities carried out in school in class, which then results in poor performance and low self-esteem.