This study explores the nature of teacher-parent relations as perceived by principals at the elementary, middle, and high school levels. Participants included 144 principals who completed a survey examining differences in parent and teacher involvement at each level, preparedness of first-year teachers to communicate with parents, and the types of support schools provide parents and teachers to facilitate teacher-parent alliances. Significant differences were found at each level. Recommendations are made for improving school-family relationships through preservice and in-service training. (Contains 3 tables.)