Research has demonstrated that parental expectations may influence the global development of children with disabilities. But what happens when expectations fall short? Is there something that goes beyond them? When expectations vanish, hope prevails in a true pedagogical relationship. In fact, true educators live pedagogical hope as a core attitude in their daily life. This phenomenon has been explored within the teacher-student relationship. However, it remains undiscovered among parents and their children with Down syndrome. Thus, my PhD thesis aims to reveal the structures of the lived experiences of pedagogical hope in parents of children with Down syndrome to bring up to life what takes place unconsciously. For this purpose, I will use the hermeneutic phenomenology qualitative research methodology proposed by Max van Manen to obtain experiential material through interviews with parents.