Introduction. Inclusive education in the pedagogical approach promotes integration, creating an environment that accepts diversity and supports each child in achieving their full potential. An inseparable element of the school triad, in addition to students and teachers, are parents, who are directly involved in the educational process of their children. Proper understanding of the idea of inclusion and building parental involvement are key to implementing inclusive education. Many studies indicate that the level of knowledge of parents and their attitudes towards inclusive education can significantly affect the successes and difficulties associated with the integration of students with different educational and upbringing needs. By learning what concerns and needs parents see, educational practices can be better adapted in the area of deepening educational competences and professional support for children and their families in the education system. Aim. The study is focused on learning about the opinions of parents of mainstream institutions on inclusive education, what their beliefs are about it in the context of concerns, benefits, and needs in deepening knowledge in this area. Methods and materials. A focus group study and interview were conducted with parents of a mainstream facility. The article presents the results of qualitative research of an interpretative nature. First, workshops were conducted with parents (questions from the group interview were used) aimed at increasing educational competences in the area of inclusive education, then parents were asked to complete three sentences in the area of: concerns, benefits resulting from the fact that there are different children and needs in terms of knowledge regarding the subject of the meeting. 26 parents of a mainstream facility in the Silesian province were surveyed. Results. Based on the analysis of parents’ written and oral statements, three areas of parents’ opinions were identified in terms of concerns arising from inclusive education, benefits and satisfaction of knowledge in this area, which became the beginning of a series of meetings with specialists aimed at dispelling parents’ concerns by explaining and presenting a scientific, methodical, and practical approach to working with children with special educational needs or specific learning difficulties. Conclusion. In relation to the benefits of inclusive education, parents pointed out that the presence of children with various disabilities or educational needs contributes to the development of empathy, acceptance, and tolerance among students. Concerns related to inclusive education concern the lack of proper support for children without opinions and judgments. Parents fear that the quality of teaching will decrease, because focusing on the needs of children with difficulties may lead to a lower overall level of teaching in the classroom. Parents, supplementing the sentence: “I would like to know...” indicate that there is a need to increase access to information that will help them better understand how inclusive education works. Increasing parents’ awareness of the benefits and challenges can lead to a more positive attitude and greater involvement in educational activities. Schools should regularly organize information meetings and workshops with specialists to provide parents with support in understanding inclusive education.