This study undertook to identify parental perceptions of variables related to their child's education and to determine differences in perceptions of groups of parents categorized by grade level, race, and sex of the child. Survey questionnaires were distributed to parents of the students at Marvin Pittman Laboratory School, a K-8 school with 457 students. The instrument included items related to background variables, educational expectations rated on a Likert-type scale (from "extremely important" to "not important"), a ranking of curricular subjects in order of importance, preferences for homework time allotment and instructional grouping arrangements, and one open-ended item eliciting additional questions or comments. Results indicate that these parents place higher importance on classroom behavior, study skills, cooperation with adults, and problem-solving than on standardized tests, computer knowledge, leadership, or table manners. Highest ranking curriculum subjects were reading, arithmetic, grammar, and spelling, while lowest ranking subjects included French, industrial arts, home economics, and typing. Statistically significant differences were recorded between perceptions of parents categorized by grade level, race, and sex. Specific findings are presented in 13 tables, and the survey instrument is appended. (TE)