This study sought to determine if parents of gifted and talented learning-disabled children differed from parents of other gifted/talented children in their expectations of educational programming and parent-school relations. Subjects included 265 parents who were members of The Gifted and Talented Association of Montgomery County (Maryland) or Parents of Gifted/Learning Disabled Children. Nine components of educational programming were studied: goals and objectives, identification procedures, instruction, counseling, staff selection and training, parent-school communication, parent education, parent involvement, and evaluation. Through reviews of records, observations, interviews, and questionnaires, it was found that the two groups did have different expectations. Parents of gifted/talented learning-disabled children were significantly stronger in some of their expectations and more in agreement with each other than parents of other gifted/talented children. Educational implications are outlined, including: schools should give priority consideration to those issues with strongest parental expectations; parents' expectations should be systematically solicited by the school system; parent advocacy groups should maintain accurate assessments of their members' expectations; and advocacy groups should compare their expectations with those of other groups and form coalitions. (JDD)