Entrenched in international research findings on model practices in home and school collaboration in inclusion in education, this descriptive study examined parents' perspectives regarding the inclusion of their children with autism spectrum disorder (ASD) in Zimbabwean mainstream early childhood development (ECD) classrooms. Embedded within a phenomenological, qualitative paradigm, six focus group interviews with 24 parents were executed. Parents had positive attitudes towards the inclusion of their children with ASD in mainstream ECD classrooms based on the accrued benefits which included acceptance and equal valuation of stakeholders. Despite parents' positive attitudes, they had concerns about inclusion including increased child-care responsibilities, children's confrontation of transition challenges and teachers' challenges of effectively managing and teaching both children with and without ASD. Collaboration of stakeholders, teacher-parent communication and a structured school environment supported the inclusion of children with ASD in mainstream ECD classrooms. This study is a baseline for future research on the subject.