Scholars have paid little attention to the strategies used by parents of gifted children who learn in mixed-abilities classroom when interacting with their teachers. In this research we studied how parents of gifted children in mixed-ability classrooms position themselves with their children's teachers in conflicted situations. By using multiple case studies and positioning theory as an analytical framework, this research revealed three strategies used by parents in tense interactions with teachers: Law Enforcers, who point out stated regulations, Motivators, who seek teacher cooperation, and Mentors, who avoid interactions with teachers. This knowledge is important for teachers to advance dialogue with parents of gifted children.