Involving parents in school management is one of the recommendations in the framework of school-based management (SBM) in Hong Kong. Thus, to set the platform for home-school cooperation in school management, there is a need to develop a partnership between parents and school in the current education reform movement in Hong Kong. The innovation was first introduced in the policy document "The School Management Initiative (SMI)," which was regarded as the blueprint of SBM in 1991. Notably, very specific instructions for getting parents involved in the school management were spelled out. However, the teaching professionals objected to the recommendation of inviting parents as school managers. They argued whether it was an appropriate time to let parents become school governors and tended to view parents as unwelcome intruders. After 6 years of debate and practice including parents at different levels of school education, such as participating in parent seminars and parent teacher associations (PTAs), volunteering in school operations, being members of consultative committees, and so forth, the initiative became mandatory in the policy document--Education Commission Report No. 7--in 1997 where all schools in Hong Kong are required to implement SBM in 2000 and onward and where parents who are recognized as one of the stakeholders of children's education are legitimately granted the role of school governor. To invite parents as partners in SBM, teachers' values and beliefs toward their involvement are of vital significance in affecting whether the collaboration is successful or not. Teachers' commitment to working with parents helps facilitate harmonious and effective partnership relationships between parent and school and is one of the prerequisites of an effective school. Confronted with such a number of educational changes, teachers have felt burdened and their workload, of course, is unavoidably constantly increased. However, teachers, as people in the frontline of children's education, are the important change agents in times of educational change. This article reports on a qualitative case study in two primary schools conducted during the period 2000-2002 of consultation on the composition of the School Management Committee (SMC). This study explores: (1) teachers' value orientation toward parents' involvement in SBM; and (2) constraints that impact their value orientation. (Contains 2 figures.)