The overall aim of this study is to clarify the situation in school for children with language disorder from the parents’ perspective. Data were collected through five interviews with parents who have children of different ages and with various diagnosis within the language disorder spectra. A qualitative method based on a narrative inquiry was used and each interview was based on a interview guide with the following themes: the child’s difficulties, starting school, the school’s pedagogy, homework, action plans, participation and the future. Each story has its own themes, but there are also themes that are common in all interviews. One common theme in the parents’ stories is that school has a lack of knowledge when it comes to language disorder. The parents’ stories also centre on the experience of having a child with language disorder and on the extra pressure that this entails. Another shared theme is their worries about how their children will manage school and the school’s failure to take this concern seriously enough. Reading skills is an area where the parents experience that their children have difficulties. Additional subject-specific research is needed to provide school with the right tools to help children with language disorder to perform in school.