The number of Minority pupils is increasing in the Norwegian School, and a lot of schools have to handle the fact that several pupils and their parents belong to a different cultural, religious and linguistic reality. In the Norwegian primary school, more than 40 000 pupils have minority background, and this is about seven percent of the pupils in the Norwegian School. A lot of these children achieve good results, but research results (Bakken 2003) point out that the number of minority pupils who achieve the expected results is lower than compared to the majority pupils. Parental involving in school is very important for children's learning success. Research results indicate that a supporting environment outside school contribute to increase the pupils learning profit, and that parents involvement is one of the most important factors, even more important than class background (Epstein & Sanders 2000). Focusing on minority people as one group is a large simplification of reality. The empirical focus in this paper is Somali parents and their female children in 9th grade and 9th grade teachers. The fieldwork will be done in two cities in Norway: The capital Oslo in the southern part and Tromsoe, which is the biggest city in the northern part of the country. More than 200 different nationalities are represented in Norway. The purpose of the paper is to learn more about how young Somali girls look upon their future occupational potentialities in Norway. What do Somali girls who are planning their future in Norway consider important? What are their preferences in organizing school the one way or the other? How do the Norwegian school system and the teachers affect the relationship between girls and their parents? Norwegian teachers and health workers report that most Somali parents are very positive to school and are happy that their children have possibilities to get an education (Engebrigtsen og Farstad 2004). They see the value of education even if they never have gone to school themselves. But when it comes to homework, Somali girls meet some challenges Somali boys seem to avoid. Several teachers report that many Somali girls complain about bad conditions in their homes to get their homework done. They claim they have to do a lot of housework after school. For instance, it is often their job to prepare meals, clean the house and organize clothes for fathers and brothers. They also have to take care of younger sisters and brothers. This implies that many Somali girls who wish to achieve good results in school don't get time and space enough to concentrate about school issues and homework. Another challenge Somali girls seem to face quite often is the parents controlling attitude towards them. They are not allowed to spend very much time outside the home sphere, and the parents even often refuse their girls to join "help to homework" groups after school arranged by professional teachers (ibid). An adequate learning environment is an important precondition for learning in school. The learning environment in school and at home may be experienced differently among different groups of pupils according to social and cultural capital. This paper is drawing on Pierre Bourdieu`s theories of cultural capital. The relationship between the Norwegian school, Somali girls and their parents are analysed as encounters between different cultures according to structural variables such as religious background, geographical background and gender.