This monograph reports on Phase 2 of the International Association for the Evaluation of Educational Achievement Preprimary Project, focusing on the quality of life experienced by four-year-olds in major early childhood settings. This monograph highlights results from a questionnaire completed by over 1,600 teachers and over 4,800 parents in 15 countries about what they expect preschool-aged children to learn, how each views the other's priorities and responsibilities, how well they communicate, and how they form their beliefs about what is important for children. Participating countries were Belgium, China, Finland, Greece, Hong Kong, Indonesia, Ireland, Italy, Nigeria, Poland, Romania, Slovenia, Spain, Thailand, and the United States. Among the important findings of the study is that there is general across-country agreement among teachers regarding their priorities for young children's learning. Social skills with peers, language skills, and self-sufficiency skills were considered most important. Preacademic, self-assessment, and social skills with adults were considered least important. Parents showed less cross-country agreement than did teachers, but most considered language, self-sufficiency, and social skills with peers most important and self-assessment and self-expression skills the least important. In eight countries there was a significant correlation between parents' and teachers' rank-orderings of skill categories. In most countries, teachers understood what parents expect children to learn, but parents were less accurate than teachers in their understanding of teachers' expectations. There was considerable agreement among parents and teachers regarding each other's responsibilities. (Seven appendices include the Expectations Questionnaire and supplementary data tables. Contains 69 references.) (KB)