This paper presents the results of a comparison of data from the Lutheran Church-Missouri Synod (LCMS) 4th (n=179) and 8th (n=143) grade student and teacher samples to the data from the 1990 National Assessment of Educational Progress (NAEP) 4th and 8th grade student and teacher samples. This is part of a larger study of mathematics education in the LCMS that seeks to determine the overall effectiveness of its parochial school system's mathematics education. The sample was randomly selected from the LCMS school system student population. Consistency between LCMS and NAEP samples was determined on a percentage basis for each question. Student attitudes towards mathematics and the amount of student time spent on mathematics homework (4th grade) were found to be consistent between LCMS and NAEP. Inconsistencies were found in the amount of mathematics instructional time, the amount of student time spent on mathematics homework (8th grade), the use of calculators and computers in the mathematics classroom, and the mathematical activities occurring in the mathematics classroom (textbooks, worksheets, group vs. individual work, test-taking, reports, projects, and manipulatives). Other similar studies between public and private schools are recommended. (Contains 14 references.) (JAF)