The purpose of this study is twofold: (1) to identify beginning teachers' perceptions of the role parents play in their children's education; and (2) to investigate the congruency of beginning teachers' perceptions with information presented in teacher education courses. A survey, completed by 178 second- and third-year teachers in Missouri, suggests that the role of parents is for the most part congruent with what is being taught in preservice teacher education; that concerns of beginning teachers change by the second year of teaching; that beginning teachers are not intimidated by parents, but rather look forward to the first parent conference; and that a relationship exists between grade levels taught and perceptions of parental involvement. Based upon research findings it is recommended that a longitudinal study be conducted to measure differences in perceptions between preservice teachers at graduation and novices upon completion of 2 years of teaching. (LL)