The relationship between parents and schools has in recent years been a controversial and contradictory one. Here Barrie Irving discusses one dimension that impinges on this relationship—vocational guidance—and how interactions between teachers and parents could be made more productive, particularly from the perspective of parents. Having suggested that often the interchange of information and ideas is limited by the attitudes and perceived interests of both schools and parents, Irving goes on to focus on a particular issue, the fact that although parents are given information about their children, they are rarely if ever given the means to develop on this.