Government programs currently mandate direct parental input in school governance. In comparing the actions of low-income Latino parents with those of middle-income White and Asian parents within the context of school governance, we found that although both groups actively sought and achieved reforms in order to improve their children's education, the eventual outcomes of their efforts differed. This study suggests that within multicultural settings, diverse parent constituencies advocate changes in categorical programs like bilingual and gifted and talented education that impact classroom integration, and the ultimate program beneficiaries tend to be the children from higher income households. (Contains 5 footnotes.)