The experiences of British Columbia and Ontario elementary and secondary school parents with their school and parent advisory councils are described in this paper. The study relies on narrative research, and many of the stories focus on interactions between parents and the principal. The study describes different visions of reality by sharing the voices of administrators as well as the voices of parents. The parents that were interviewed described "stage managed" council meetings with the principal clearly controlling the agenda. Parents felt the were silenced or were only allowed to talk about inconsequential topics. Their voices in the narratives come across as strident and often angry and frustrated. Each of the narratives of the six parents is followed by a response from several school principals who were described by their parent councils as collaborative and facilitative. These principals, who represent numerous school settings, reflect on the frustrations described by the parents and offer suggestions for parents or school principals to consider. The study concludes that principals need practical models on how to share power. (Contains 32 references.) (RJM)