In this study, I explore the discourse surrounding parental rights in U.S. public schools, with Virginia as a focal point. Analyzing two sets of model policies regarding the treatment of transgender students--one established under a Democratic governor and another implemented following the election of a Republican candidate championing parental rights--this research employs qualitative content analysis to gain insight into the contemporary parental rights movement in educational settings. Five key themes emerged: 1. Reliance on expert opinions; 2. Variation in depth and breadth of information within policies; 3. Transgender student inclusion in policies; 4. Student and parent focus imbalance; and 5. Adherence to legal intent. The findings indicate a shift in emphasis from addressing gender identity concerns to prioritizing parental rights, with ramifications for the broader political landscape. This research enriches the ongoing dialogue on the role of parents in education and the consequences of the conservative parental rights movement for educational policy.