The purpose of this study is to examine guardians' expectations of the leisure-time centers and how familiar they are with the curriculum and the after-school activities. We have used a quantitative method in the form of a questionnaire that we sent out to 2 schools. We analyzed the results with the help of Developmental Ecology, Gender Perspective, and Bourdieu's sociocultural perspective. We concluded that women are much more involved in children's schooling than men. If we look at the answers based on the gender of the respondents, we can also observe a continued strong tendency in society to place women in the social and men in the technical. We, therefore, recommend expanding the norm-critical work. It also turns out that almost half of the guardians are not aware of the curriculum chapters that concern the leisure-time center. In our opinion, the leisure-time centers need to be significantly better at communicating with the home. According to the guardians' ranking of the central content of the curriculum, the after-school center is primarily seen as an arena for development based on the children's own initiative and for social upbringing. The younger the guardians are, the more there is a shift towards preferring the former. We interpret this as a sign of society's trend to place higher demands on the individual. In accordance with previous research, adult-led activities are more often requested than free play, however, our results do not show the same significance. However, we can observe that younger guardians have higher expectations of the staff's participation than the older ones, which may be due to their own experiences in the leisure-time center.