A survey instrument, the Test of Psychosocial Adaptation, originally developed for use with teachers in Greece, was given to 298 Greek parents in Athens and several rural areas. One hundred and five respondents indicated that their children exhibit learning and/or social-emotional learning difficulties. Parents rated higher externalizing behaviors and indicated internalizing behaviors primarily when these accompanied by externalizing behaviors. Information from a questionnaire designed to examine these parents' beliefs about the causes and consequences of their children's learning and social-emotional difficulties was further analyzed. Findings indicated that parents were most concerned about their children social-emotional skills, but sought out support services primarily for their children's learning difficulties. Seeing their children's needs as primarily their responsibility, parents' actions to support or improve their children's behavior focused mostly on personal interventions and positive incentives. The study discusses the challenges of conducting research in a different country and the implications of the findings for further research and for psychological and educational practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]