Teacher education programs do not generally provide opportunities for preservice teachers to work with parents. As a result, these novice teachers often leave their teacher education programs with little or no information about how to successfully interact with parents. This article details the actions of parents during a reading course that was purposefully designed to bring preservice teachers into direct contact with children who find reading daunting, and with the parents of those children. Additionally, the article highlights the "preservice teachers' reactions to the parents' actions."