Aim: This study sought to establish the influence of parents’ economic status on the enrollment of learners with physical challenges in preschools Methodology: This study employed descriptive ex-post research design to facilitate determination of the influence of independent variables (parental economic status) on the dependent variable (enrollment of children with motor disability in preschools). The target population of 362 persons comprised of 33 headteachers, 131 teachers and 198 parents. By use of stratified and simple random sampling techniques, 66 parents were selected in addition to 11 headteachers and 33 teachers to constitute the sample size of 110. Data collection instruments used were questionnaires for headteachers and teachers and interview schedule guides for parents. Collected data was arranged and analyzed by use of Statistical Packages for Social Sciences (SPSS). Quantitative data was correlated, expressed in means, percentages, descriptive statistics and chi-square tests to show the association (P < 0.05 at 95% confidence level) and their effect on outcome variables. Unstructured questions in questionnaires and interview schedules were analyzed qualitatively through grouping responses in respect to priority and strength of the response. Results: The economic status of the parents had a positive association with enrollment of learners with motor disability in preschools. Learners with motor disability from parents of high economic status had a higher enrollment in preschools. There was no significant difference on enrollment among sexes, schools and types of schools (P > 0.05). Conclusion: The study concludes that economic status of parents affect enrollment of learners with physical challenges in the preschools.  Enhancing the economic status of parents will boost the enrollment of children with motor disability in preschools.