This essay examines distinctions between the roles of mothers and teachers, and draws implications for mothers, teachers, parent education programs, and research. Differences between the roles of mothers and teachers are discussed in terms of seven dimensions: (1) scope of functions (diffuse and limitless versus specific and limited); (2) intensity of affect (high versus low); (3) attachment (optimum attachment versus optimum detachment); (4) rationality (optimum irrationality versus optimum rationality); (5) spontaneity (optimum spontaneity versus optimum intentionality; (6) partiality (partial versus impartial); and (7) scope of responsibility (individual versus a whole group). It is argued that parent education programs should seek to support and not supplant the parents' own goals and patterns of responding to their children. The complementarity of the two roles should be acknowledged and ways in which the efforts of each might be supported by the other should be emphasized. Implications for teachers are that they should focus on those aspects of the child's functioning which they have control over and strive for an optimum combination of involvement and detachment. Research which would advance our understanding of the stresses and coping skills of teachers and day care workers should have a high priority. (Author/SS)