This chapter presents the first results of our ongoing research on parents’ representations of the school. Situated in the plurilingual and pluricultural context ofFrench Polynesia, the main objective of our study is to understand how parents perceive the school and their relationship with this institution. The results presented in this chapter focus exclusively on the representations of eighteen parents living in four isolated French Polynesian islands or atolls. This first module of the study highlights the relationship between these parents and the school through a detailed analysis of their discourse obtained through intensive interviews (40-192 minutes each). This study based its theoretical framework on the theory of social representations first introduced by Serge Moscovici. This epistemological position establishes an ecological and systemic interpretation of social dynamics, school practices and socialand cultural beliefs. The data analysis was conducted by applying to the interview corpus a series of in-depth iterative procedures using Grounded Theory methodologies.The iterative analysis methods we used allowed us to map out the content of the parents’ representations of the school. These results indicate that these parents make a direct association between success at school and success in life. However, their own school experiences are marked by unhappy memories and school failure. Likewise, their discourse on their children’s schooling reveals more expectations and hopes than satisfactions.