In this article, the author introduces another key and, to-date, largely neglected stakeholder in high-school integrated curriculum programs (ICPs). If one wishes to have a deeper understanding of the unique, powerful, and lasting impacts of these programs, the author suggests to include the perspective and input of participants' parents. The parents of ICP students represent a powerful and underused source of insight into and advocacy for these transformational programs. Significant research is needed to capitalize upon this potential. The voice of parents is sorely needed to move these programs from their current peripheral and precarious status in secondary schools.