A parent-teacher conferencing procedure is described, and the results of a survey designed to determine the attitudes of parents and teachers toward components and outcomes of conferences are presented. The procedure involves a 20-minute conference at the end of the first marking period (November), with report cards sent for the three remaining periods. A three-part questionnaire was developed and administered in association with conference programs at two elementary schools located in a rural/suburban county. The socioeconomic status of the students ranged from low to upper middle class. One classroom per grade per school was randomly selected for the survey. The questionnaire covered perceived importance of specific conference topics; means of treating certain topics during conferences; and various aspects of conferencing procedures including time allotment, frequency, participant confidence, student presence, overall effectiveness, and written reports. The questionnaire was distributed to 262 parents and 52 teachers and returned by 149 parents and 31 teachers. In general, results indicate that parental acceptance of the conferences was high, while teacher acceptance was less positive. Anxiety among teachers may explain the latter finding; teacher anxiety was attributed to prior negative experiences, intense scheduling, and overall workload. The questionnaire used is appended. (TJH)