Parent participation in educational decision making is not a neural concept. When successful it can bring more effective decisions, a satisfied supportive public, and a stronger democracy. When it fails, it can leave in its wake a dissatisfied public. This research project involved observations of committee meetings and interviews with six parent participants on a district level attempting to implement an emotionally charged concept. It explores the needs and desires of the parents that inspired initial participation. The research determined some of the factors that contributed to the participants' overall levels of satisfaction with the committee experiences, and how, as a result of this experience, the parents' levels of satisfaction and support for the school district were affected. The positive as well as the frustrating and disappointing aspects of the committee experience are detailed. Some of the events and decisions that ultimately damaged the parent-administrator relationship of four out of the six previously supportive parents are described. It is concluded that when parents choose to be involved, they must be involved in satisfying ways. When educational leaders fail to recognize this, they run the risk of alienating the public and undermining future support for public education. (RJM)