The discourse on parental involvement as a means to increase the educational attainment of underprivileged children has gained ground in the scholarly and policy field of preschool education. Nevertheless, this discourse is characterised by a 'democratic deficit' in which parents themselves are rarely involved in determining goals and modalities of parental involvement in sociological and educational studies (Tronto, J. C. 2013. "Caring Democracy: Markets, Equality, and Justice." New York: New York University Press). Ten video-elicited focus groups with migrant parents were organised in the Flemish community of Belgium in order to explore their meaning-making of preschool education and the parent-school relationship. The qualitative data suggest a perceived lack of attention for the care dimension in education. While parents are eager to know more about preschool, they cannot always express this eagerness. Based on these results, we recommend that preschool policies, practices, and research should consider communicative spaces for parents, professionals, and researchers in which multiple, yet opposing, meanings can be discussed.