Purpose: The purpose of this study is to examine the experiences and support needs of parents of students with disabilities who have been fully included in the transition process of elementary and middle schools. Methods: In-depth interviews were conducted with five parents of children with disabilities who are in the process of transition from elementary school to middle school or have already completed the transition. Results: By analyzing the interviews, four upper categories of 'full inclusion experiences of parents and students with disabilities', 'parents struggling in the transition process', 'supports for full inclusion again', and 'supports for resolving blind spots'. and 15 lower categories were derived. Conclusions: First, parents perceived the full inclusion for students with disabilities positively. Second, parents’ sacrificing and striving for the transition and school life of children with disabilities who are fully included were confirmed. Third, matters and conditions that parents of students with disabilities who were fully included in the elementary school considered for full inclusion in middle school were identified. Fourth. support needs of parents of students with disabilities who are fully included for a successful transition from elementary to middle school were identified.