The primary objective of this action research was to determine the parents’ capabilities, roles, and challenges in home-supported learning.A descriptive-correlation type of research was used in this study. The respondents of this study were the 441 parents of kindergarten from forty-five (45) elementary schools in the Division of San Jose City for the school year 2020-2021.Random sampling method was used in choosing the respondents. The data of the study were gathered from the questionnaires utilized by the researcher.The majority of the parent-respondents were housewives, the middle age, have small size family, have enough knowledge in home-support learning, and live above poverty. Capable of engaging home-support learning. They perceived that they have roles in home-support learning and have positive perceptions towards home-support learning. The study revealed that the lesser the number of children the respondents tended to have a higher level of support for their capabilities and roles in engaging in home-supported learning and  thehigher the educational attainment, the respondents tend to have higher support in engaging in home-supported learningBased on the present study, the higher the monthly income, the respondents tend to have a higher level of support and in engaging home-supported learning