Parents assume a vital role in supervising young children's online homeschooling and daily classes. This empirical retrospective study investigates the home supervisors' influence on young children's online class attendance and engagement, from the perspective of supervisors' perceptions of e-learning methods. Using a quantitative research method, this study was conducted post-pandemic, employing survey techniques to collect data from 100 parents supervising their young children's online classes in the United Arab Emirates. The findings reveal that parent interference, guidance, and involvement during their young children's online class attendance negatively affected class success. Conversely, supervisors' cooperation and efforts to control children's engagement during class positively impacted class attendance and engagement.