The need for parental involvement in developing effective programs for children with disabilities is highlighted in the conceptual and research literature as well as in the legislation and policies of a number of countries. The present study was undertaken to investigate the curricular skills valued by parents of children with moderate to severe/profound intellectual disabilities attending Special Developmental Schools in Victoria, Australia. The study examined whether a significant relationship existed between selected background factors and the value parents placed on particular curricular skills. In addition, the study attempted to identify the percentage of a typical school week that parents felt should be spent on particular skills within the educational programs offered to their children.