This qualitative case study explored the influence of full-time mothers’ support on the academic experiences of kindergarten learners in a public school in Palo, Leyte, Philippines. Guided by Lev Vygotsky’s Sociocultural Theory, the study examined how maternal involvement contributes to children’s early learning and academic development. Data were gathered through semi-structured interviews with nine full-time mothers who served as the primary caregivers of kindergarten learners during the school year 2025–2026. Using Braun and Clarke’s thematic analysis framework, several key themes emerged describing how mothers support their children’s education. These include strong parent–child relationships, encouragement of positive educational values, establishment of structured home learning routines, direct academic guidance, and monitoring of school tasks. The findings revealed that these forms of maternal support enhanced children’s emotional security, motivation, engagement in learning activities, and the development of foundational literacy and numeracy skills. The study also identified challenges experienced by full-time mothers, particularly time constraints due to work and household responsibilities, which sometimes limited their ability to consistently assist their children or attend school activities. Despite these challenges, mothers employed coping mechanisms such as using practical home-based learning strategies and maintaining communication with teachers. Overall, the findings highlight the critical role of full-time mothers and emphasize the importance of strengthening family–school collaboration to support young learners’ academic experiences.