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. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics problems, methods used to solve problems, and comfort level with manipulatives.