Central to this article is a case study of one particular governmental instrument in Flanders, the educational magazine "Klasse voor Ouders" (Klasse for Parents). This popular magazine aims to provide information for and communication with parents as one of the target groups in the educational field. Despite the claimed formal and neutral character, in this study, we assume that "Klasse voor Ouders" plays a larger role by contributing to the (re-)organisation of the public debate. We suggest that through the "order of discourse" and thus, through what is said and written, an educational reality is created in which parents and the government are "positioned" and are asked to reflect on themselves and to act in a well-defined way. By means of a critical discourse analysis in line with Fairclough, we illustrate how parents are understood as having a continuous "drive" for improving the quality of their own parenting practice while the government is positioned as in charge of and in control for creating a kind of "parental learning community".