This paper discuses parental support in career development of youths with intellectual disabilities in selected skills training institutions in Zambia and whether parents are practitioner. The descriptive case study was carried out in Kabwe, Chisamba and Ndola districts of Central and Copperbelt Provinces respectively. Purposive sampling was used on a population of 390 to select 60 respondents: 15 youths with intellectual disabilities, their lecturers (15) and their parents (30). Semi-structured interviews, observation and focus groups discussions were used to collect data. Data analysis was done thematically. The study revealed that factors that affect parental support are income, parenting style, parental expectations, education, knowledge levels and the nature of disability. Parental support was found to influence career development through being motivational and encouraging. As to whether parents were practitioners of support, it was found that most parents were not. Although parents had knowledge of their role of supporting their children, it was low. The situation was attributed to low levels of knowledge and low expectations. Based on the findings, the study recommends that education providers sensitize parents on intellectual disability. To ensure parents are supportive, the Ministry of General Education should form a Network Support System for parents of children with intellectual disabilities.