In this study an attempt was made to investigate perceptions of parents and teachers on partnerships in the learning of children with and without disabilities in inclusive primary schools. The sample comprised 152 parents and teachers drawn from urban, peri-urban and rural schools. A combination of qualitative and quantitative methods was used in the collection of data. These involved use of questionnaires, interview guides and content analysis. The quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) to generate frequencies, standard deviation and percentages while qualitative data were analysed using an inductive analysis method. The results revealed significant differences in perceptions held by parents and teachers on their partnerships in the learning of children. Although eighty-seven (87) of the respondents were in favour of partnership, sixty five (65) of the respondents did not support it. Parents and teachers who supported partnership in the learning of children saw parental involvement as a matter of human rights for everyone. Partnership was also seen as an avenue for sharingrninformation, experiences and concerns and a platform for reducing learning barriers, promotion of socialization and understanding among parents and teachers in the school. However, the few parents and teachers who were not in support of current partnerships in schools cited several concerns. These included unfavourable school policies, negative attitudes and ill-preparedness of parents and teachers for partnerships in inclusive education. All these concerns can have huge practical implications in the learning of children. It is therefore necessary for schools to work together with parents in addressing serious barriers that seem to have impeded the development and sustenance of a more proactive partnership in the learning of children in inclusive primary schools.