This chapter presents findings from an online questionnaire survey investigating parents’ perspectives, expectations, and experiences regarding education in Greek as a heritage language in Canada. The sample consisted of 276 parents—primarily members of the second immigrant generation—residing mainly in Ontario and Quebec. Their children were either currently enrolled in, or had previously attended, some form of HL education. Family Language Policy served as the analytical framework for interpreting the broader trends emerging from the study. With respect to language practices, students rarely used the HL spontaneously when interacting with peers or family members (with the exception of grandparents) and typically had limited exposure to the HL outside of organized language courses. Parents’ efforts at language management in support of the HL appeared to be largely restricted to enrolling their children in such courses. Nevertheless, their language ideologies consistently emphasized the importance of the HL for fostering strong connections to cultural heritage and ethnic identity. In light of children’s relatively low proficiency and motivation, parents advocated for an increased focus on developing communicative competence in the HL, particularly through modern teaching approaches that prioritize interaction and meaningful, activity-based learning.