The aim of this study is to synthesize the results of research conducted on families of children attending inclusive education in Turkey and the accumulated knowledge in this field using the PRISMA methodology. A search criterion based on five databases covering the last 10 years (2013–2023) was determined to create a general perspective with current studies and to reach evidence-based results. The 11 qualitative research articles included in this study were synthesized in terms of quality standards (JBI) and descriptive results. The systematic review process followed PRISMA 2020 guidelines, and findings were analyzed through meta-ethnographic synthesis. As a result, the evaluation of the relevant studies in line with quality standards was included in the review study analyzed within the framework of Türkiye. In general, it was found that most of the studies met high methodological standards, but some studies had deficiencies in certain criteria, such as researcher reflexivity, sufficient inclusion of participant views, and ethical compliance. In addition, the articles included in this study were described in terms of purpose, sample characteristics, method, design, data collection techniques, data analysis techniques, field of interest, and results. The results of the studies were analyzed thematically and evaluated. As a result of these analyses, the meanings that parents attribute to inclusive education, their expectations, their experiences during the pandemic process, and their positive and negative views on inclusive education were emphasized. The findings of the study show the multidimensional nature of inclusive education and reveal that various understandings of inclusive education have been developed from different perspectives.