Using a theoretical framework that integrates socio-cultural theory, postcolonial perspectives, and the ethic of care, we (a) characterize the relationship between immigrant parents and their children's teachers, (b) offer reasons for the relationship, and (c) suggest some strategies for improving them. Several focus group discussions were held with both groups, in elementary as well as secondary schools. The analysis shows that immigrant parents and their children's teachers view each other through lens shaped by their colonial legacies, and have different role and communicative expectations from each other based on prior assumptions and experiences. Both groups need to acknowledge and confront these differences, keeping in mind that mutually respectful relationships between them are crucial for children's success in schools. © 2012 The Governors of the University of Alberta.

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