Background: Despite a growing body of literature about parents with learning disabilities; there is a paucity of research about experiences of parenting after the removal of a child/children. This study aimed to fill this gap, examining the experiences of that parenting in this context. Method: A multiperspective interpretative phenomenological analysis approach was used. Semistructured interviews were conducted with a parent with a learning disability and three professionals who worked alongside her. Findings: Multiple factors were identified as key changes which enabled the parent to maintain care of her son. The effort from the parent and professionals, understanding of the parent's past experiences and learning disability, and offering her opportunities to develop and illustrate parenting skills were all key to successful parenting after a removal; underpinned by the connection between the parent and professionals. Conclusion: Findings highlighted the complex, systemic, and relational nature of these experiences. A formulation-based approach is needed to support parents with learning disabilities in this context.