This article questions the dominant understanding that immigrant and refugee parents in parent-teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they "become" silent through certain interactional processes. Building on material from an explorative case study of the home-school relations of Somali diaspora families in Danish public schools, the article argues that while these parents have many opinions about their children's education that they wish to convey, there are institutional and interactional processes in the parent-teacher conference that systematically silence their voices. The understanding of culture as a stable structure that persons are situated within in a top-down manner is thus challenged, arguing that dynamic here-and-now interactions unfolding in a specific practice result in persons "becoming," rather than "being," silent.