Parental involvement in children's education has been identified as an important factor that contributes to children's general school success. This paper is concerned with a group of Muslim Arab Iraqi mothers' experiences in relation to their involvement in their children's education in Australia. It draws on in-depth interviews conducted with twenty five mothers from different social and educational backgrounds. This paper aims to examine the attitudes and understandings of these mothers about public education in Australia and Iraq and the way this has shaped their interaction with schools. The findings show that these mothers' attitudes towards public education in Australia are ambiguous and complex- covering the full range from firmly rejecting, selectively utilising, reluctantly following, to willingly embracing. Concurrently, mothers criticised, and rejected the Iraqi schools' pedagogical model of learning and teaching in order to maximise benefits for their children.