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In 2023, the authors conducted a qualitative study in five bilingual educational institutions (two general education schools and three kindergartens) in Tartu, Estonia, undergoing a transition to Estonian-medium education. The empirical material for this qualitative research was collected during ten discussion evenings with Russian L1 parents, with around 300 attendees. Given the emotional and political sensitivity of the topic, the discussions were documented through researchers’ handwritten field notes and subsequently reconstructed from these notes for thematic analysis following the principles of qualitative content analysis. This study aimed to map the concerns and fears of Russian L1 parents and to collaboratively explore possible solutions. The broader objective was to understand and interpret Russian-speaking parents’ attitudes toward the shift to Estonian-medium instruction. A further aim was to raise language awareness among parents and to help lay a more positive foundation for the transition process. The theoretical framework draws on the notion that parents’ language attitudes significantly influence their children’s perceptions of the value of the language being learned. Our results show that many Russian L1 parents in Tartu consider it important for both Estonian- and Russian-speaking children to study in a shared, Estonian-medium learning environment. At the same time, parents identified several key challenges, including concerns about a decline in education quality, increased academic pressure and stress for children learning in a non-native language, a lack of suitable learning materials, and parents’ limited ability to assist with homework due to their own insufficient proficiency in Estonian. Full article