This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers’ perceptions of their children’s reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a)