The asset-based approach has been studied within the South African context. Up to now, primary school learners’ meaning of the experienced phenomenon, “assets for learning support” however remains an under-explored topic. The intent with this study was to qualitatively explore and discover the essence of the phenomenon, ‘assets for learning support’, as experienced by learners who attend an urban primary school. This phenomenon was explored from an interpretive/ constructivist paradigmatic perspective, which also informed the study’s qualitative methodology. A phenomenological research design was utilised. The study was conducted in a mainstream primary school, situated in an urban context. The participants for this research were eight female participants in Grades 5-7 that were confronted with and overcame extrinsic barriers to learning, while attending an urban primary school. They participated in a focus group discussion within a classroom on the school premises. During the focus group, the learners’ relevant and natural unit of significant statements were listed (horizontalisation) and structured into central clusters of meanings. Textural themes (what) and structural themes (how) were identified. The study found that human resource assets are integrated assets connecting other assets that support learning. The study also found a significant compound effect of assets upon each other. The essence of the experienced phenomenon is that the identified assets (how) interrelatedly mobilise (what) other assets (textural findings) on one of five levels (structural findings) within various systems and contexts, which contribute to mobilise learning support as an asset. / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted