In this article, the authors aim to develop a better understanding among practitioners of the issues faced by fathers of children with a learning disability, and suggest how schools can involve the parents who are regarded by many as "hard to reach". They recontextualize the roles and perceptions of fathers in the light of outcomes from the recent "Recognising Fathers" report published by the Foundation for People with Learning Disabilities. Following an introduction to Government policy and literature relating to fathers, the outcomes of semi-structured interviews conducted with 21 fathers in the course of the "Recognising Fathers" study are summarized in terms of the emotional impact, the roles and responsibilities, the impact on fathers' paid employment, support and father-practitioner interaction. The article concludes with practical suggestions for how practitioners might meet the needs of fathers in their own schools and provide them with an effective support network.