Data from a survey of 1269 parents (of whom 24 percent were single parents) were used to study whether single and married parents differ in their interactions with elementary schools and teachers. Results indicate that initial differences between single and married parents' perceptions of teachers and teachers' evaluations of single and married parents are due to other family and school conditions. Race, parent education, grade level, teacher practices of parent involvement, and overall teacher quality significantly influence parent reports of teacher practices. Single parents also felt more pressure than did married parents to be involved with their children in learning activities at home. Married parents spent more time assisting teachers at school. Study results show the importance of measures of school structures and processes in research on single parents. Single parents had better relations with teachers whose philosophy and practices lead them toward more positive attitudes about parents. Teacher leadership, not parent marital status, influenced parent awareness, appreciation of teachers' efforts, and knowledge about the school program. (Author/CJB)