A project explored the possibility of creating a collaborative approach to parent involvement with their children's education. Participants in the family literacy program were 19 African-American adolescent mothers from low-income backgrounds whose children attended an early intervention program. Parents' beliefs about learning and literacy were sought through a series of peer group discussions. The data revealed a continuum of perspectives ranging from behavioral to constructivist beliefs, indicating that there may be important intragroup variability within a given sociocultural group. The discussions, however, also revealed shared goals that may be used to forge a collaborative relationship between parents and professionals to improve minority children's early education. Illustrations from a family literacy program were used to show how parent beliefs may be incorporated into programmatic changes, building constructive relationships that work toward supporting children's success in schooling. (Contains 63 references.) (KC)