This thesis seeks to gain insight into the nature of parent education outcomes, as evidenced through the experiences of the participants in the Incredible Years Parenting Programme. The parenting programmes are delivered within the realms of a home/school/community model and the study investigates the potential of the parenting programmes to build relationships between parents and mainstream education. It explores the relevance of transformative learning theory to the process of the learning experienced by the participants and finds that the theory can be applied. The research comprises a narrative inquiry of the experiences of parents who had completed the twelve week parenting programme locating the inquiry in the home (personal), school (educational) and the community (where all primary education comes under the Department of Education, DEIS initiative). It finds that the programme produces positive changes through learning key parenting skills and that the positive personal development experience can be attributed primarily to the community education delivery process. In conclusion this thesis recommends greater dialogue between the ideologies and practices of community education, parenting programmes and mainstream education.