Objective: This study aimed to analyze participation patterns and educational needs related to parent education among parents of elementary school students with developmental disabilities and to derive implications for improving parent education programs. Methods: A survey was conducted with 148 parents of elementary school students with developmental disabilities residing in P․U metropolitan cities and G province. Data were analyzed using frequencies, percentages, means, and standard deviations with SPSS 29.0. Results: Although most parents had experience participating in parent education programs, participation was generally limited to one-time attendance rather than sustained involvement. Time constraints and difficulties related to accessibility were identified as major barriers. Parent education programs were primarily provided by local education offices and external institutions rather than by schools. Parents expressed strong demand for practical content directly applicable to parenting situations, including interventions for problem behavior, social skills, and communication support. Flexible operational methods such as diverse scheduling options and online or recorded programs, were also highly requested. Conclusions: Parent education programs should provide practical content applicable to real parenting situations and should be delivered through flexible formats that reflect parents’ participation conditions. In addition, systematic parent education linked to school settings should be strengthened.