The present study aimed to compare the lived experiences of single-mother and two-parent primary school students in virtual learning during the COVID-19 pandemic. This qualitative research used a phenomenological approach. The statistical population was comprised of primary school girls in Qarchak city, and purposive sampling was employed. Data were collected through in-depth and semi-structured interviews and coded using Crandall et al.'s (2006) guide. A total of 44 in-depth interviews were conducted (24 single-mother students and 20 two-parent students) until data saturation was achieved. The study identified four main themes and 11 sub-themes, which were: "Provision of Educational Supplies," "Learning Challenges and Family Support," "Technical Problems and Family Support," and "Motivation and Excitement in the Virtual Space." The findings revealed that family support plays a crucial role in virtual learning for primary school students. Single-mother students faced significant challenges due to the lack of paternal support and reduced maternal presence at home. As a result, child therapists can use these findings to enrich their diagnostic formulations for students experiencing lack of motivation and academic decline.