To most effectively meet the needs of young primary-grade children for whom English is not the home language, teachers must come to understand each child's family culture, how the family transmits that culture to the child, and cultural and familial expectations for the child behaviorally and academically. The best source for this information is the parents themselves. The primary goal of this study was to examine the nature of the relationship between American teachers and Korean parents, particularly in terms of effectiveness of communication and cultural sensitivity in exchanging information. Extensive interviews were conducted with four teachers and five Korean mothers about their perceptions and concerns, best methods of communicating, and expectations about the roles of teachers and parents. From what was learned, suggestions were made to facilitate relationships between American teachers and Korean parents as well as parents and teachers of other non-native English-speaking children. (Author/HTH)