School settings today are multicultural, yet, in many regards, educators have failed to change their expectations to match the children in their care. This article examines the often strained relationship between parents and educators regarding family involvement. She points out that teachers often have preconceived notions about how parents should help their children learn. According to the author, parents who attend parent-teacher conferences and PTO meetings, volunteer in the classroom, and assist with homework are considered "good" parents. The author identifies some barriers that educators must overcome to strengthen the school-parent connection and offers advice on what schools can do in order to meet the needs of their diverse student populations.