This article is a feminist inquiry into the learning experiences of mothers in an informal parent support group and asks: What is quality education and how do we ensure we are identifying it appropriately? Drawing on feminist research and incorporating contributions from 16 women, this article highlights how a group of women identify their experiences as significant learning episodes. In doing this they reject other methods of learning in favour of informal, dialogical learning in convivial and supportive settings. Rather than relying on authorised knowledge (Letherby, 2003) they rely on the experiential knowledge of other mothers. Reminiscent of feminist community education this group enables the women to overcome oppression and isolation by collectively naming their world in order to understand it. The community education setting is in decline in Ireland but when we draw on quantitative methods to define, categorise and count educational groups we need to ensure we are naming, counting and including all forms of education. This paper argues that we are overlooking important groups who are engaging in quality informal community education.