FAMILIES AND SCHOOLS NEED to gain a mutual understanding in order to provide a favourable learning environment for the school child, especially in a culturally diverse society. This paper explores the interrelationships between the family and school practices of two Hong Kong–Australian families from the parents' perspectives. The data presented is from a qualitative case study involving video observation and interviews to capture the family practices of the two families and the practices of their children's schools as perceived by the parents. The analysis of the data reveals three types of relationship between home and school; Concordance leads to harmonious continuity; constant dissonance breaks relations, and dialectical relations make positive changes. The outcomes of the study suggest the importance of the synergy between home and school values and practices, and the roles of effective communication and mutual accommodation of home–school practices to optimise children's development.
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