Teachers often feel intimidated or defenseless when dealing with issues of concern and conflict during parent-teacher conferences. Teachers have indicated a need for: (1) training in effective conferencing skills; and (2) learning to approach parents as cooperative individuals willing to participate in the total educational process of their children. To fulfill a practicum requirement, a series of inservice workshops were conducted for the purpose of improving parent-teacher communication. Interactive inservice sessions were developed and implemented which emphasized both conflicting and nonconflicting educational situations. Teachers participated in role-playing exercises, discussions, and consultations; they were rated on behavior checklists and formally evaluated upon completion of training. Results suggest that significant growth in effective parent-conferencing communication skills emerged for the target sample population; and evaluations demonstrated 50-100 percent growth in competency frequency measures. Supportive surveys, competency based checklists, handouts, and pre/posttest data are appended. Tables include pretest scores, an evaluation checklist, a behavioral checklist summary, and a pre/posttest summary. (Author/LL)