This paper takes as its starting point the results of a number of projects that investigated the criteria parents use when choosing schools. In those studies it was found that the happiness of the child was a crucial consideration and that academic criteria were significantly minimized. One of the projects, that conducted at Sheffield, set out to try to clarify what parents might mean by the vague criterion of 'happiness'. The results of this investigation show a complex set of reasons cited by parents for their decisions. A possible explanation for the relative importance of the criteria is proposed. The conclusion is drawn that schools and those concerned with the presentation of their practice to parents should not be exclusively preoccupied with the single criterion of academic standards. It is hoped that these conclusions offer some evidence to justify existing good practice in schools.