Despite being a nation with a large immigration contingency, studies on musical parenting in the U.S. have often focused on suburban, and predominantly Caucasian families. Little is known about the roles of cultural background and social class on the musical beliefs and behaviors of parents/legal guardians of school-aged students from Latino and Asian backgrounds, immigrants and American-born. Grounded on theories of musical parenting (Ilari et al, 2021), concerted cultivation (Lareau, 2011), and neo-Bourdieusian approaches to extracurricular music participation (Kong, 2023), this on-going study uses an online survey to examine parental beliefs and behaviors towards music, acculturation levels, participation in extracurricular programs (ECs), family musical practices, languages spoken at home, and demographics, including income and investment in music. This submission focuses on the responses of 99 parents (66 mothers) with at least one child aged 8-19, residing in the U.S. Most respondents were foreign-born and bilingual; in their households children were exposed either exclusively to a foreign language like Mandarin, Armenian, or Spanish (25%), a combination of English and a foreign language (46%), or only English (28%). Most parents came from nuclear families, were middle class, and had studied music. Children (majority U.S.-born) spent about 7 weekly hours in ECs academic, artistic and athletic activities, and up to 2 weekly hours on environmental, community-based and religious ones. Beyond demographics, parents believed music learning to enhance the development of social and emotional skills, being a good investment overall. In terms of educational expectations, parents agreed on the importance of education and expected children to do well in school and to graduate from high school. Although the majority agreed that music education should be offered in schools, there was less agreement in terms of children’s aspirations toward musical careers. Acculturation levels varied considerably, with most parents placing much emphasis on the beliefs and values of their heritage. When asked about their children’s ethnicity, over 50% selected hyphenated identities (e.g., Taiwanese-American). These data suggest that while parents value music and music education in their children’s lives, they also hold tightly to their cultural identities and values. At the conference, we will report on a larger sample, using inferential statistics to examine the relationships between parental education, income, musical background, and acculturation levels on musical parenting beliefs and behaviors.