This study focuses on the visibility and acceptance of alternative family compositions in public schools. A total of 35 parent/caregivers and 24 teachers from three elementary schools in Vermont were surveyed. A review of school textbooks, curricula, and school contact forms was undertaken to determine the degree to which they represented nontraditional families. The findings indicated that teachers saw themselves as more inclusive and accepting of alternative family compositions in classroom materials and practices than parent/caregivers felt they were. The impression gained from parent/caregivers is that teachers try to be inclusive, but do not yet fully accept all family compositions in their language and practices. Results indicate that some children from alternative family compositions function under lower teacher expectations and a prevailing perception that they are at risk. Textbooks and forms do not appear to be inclusive, while formal written curricula seem to be somewhat more inclusive. Seven appendixes provide examples of: (1) the parent/caregiver survey questionnaire; (2) the request to the school districts to conduct the research; (3) the teacher survey questionnaire; (4) the text evaluation form; and (5) various student information forms. Contains 94 references. (Author/MDM)