The study examines ethnically and linguistically diverse parents' learning in an eight-week Math for Parents course on fractions, decimals and percentages. Analysis of classroom observations, interviews, focus groups, written feedback, videotapes, and task-based/clinical interviews provided rich data yielding findings about both parents' affective and cognitive learning as well as their understandings of how to support their children's learning of mathematics. The research points to an appreciation among the parents for the importance of learning mathematics with understanding. It also raises some questions concerning the goals of mathematical learning experiences for parents. (Author)