This case study examines one School Community Consultative Committee (SCCC) involved in planning and implementing a primary school Human Relationships Education program in Australia. Developments on the local level that have led to this type of parent participation are outlined. Findings from two literature reviews on parent participation are summarized. The case study outlines membership on the SCCC as including elected parents, school staff, and other community members. Committee responsibilities include knowledge of school policy and other local school programs, curriculum review, resource review, understanding the school and community profile, and representing wider community values and beliefs. Interviews with 12 committee members (principal, 6 teaching staff, and 5 parents) revealed a general belief in the theory of parent participation in schools, a perception that parents on the SCCC operated at a low level of collaboration, and the acknowledgement of a knowledge differential between staff and parents. The study concludes that, in order to make parent participation in curriculum decision making a truly constructive and genuinely participative process, the level of participation needs to be developed and gradually implemented in a direct equation with the participants' levels of knowledge regarding the organizational culture of schools. (Contains 23 references.) (JDD)