The purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time as compared to parents who did not attend the workshops regarding beliefs about learning mathematics and comfort level with manipulatives. These findings indicated that workshops for parents were beneficial. By giving parents the opportunity to engage in mathematics in ways similar to the way their children learn in the classroom, and by making sense of mathematics using different manipulatives, beliefs about the way children learn mathematics were challenged.