This paper explores the relationship between teachers’ satisfaction with their role and the incidence of parental challenging behaviors using the discriminant analysis technique. The Standard Questionnaire Parent Version (Prakke et al., 2007) was administered to a sample of Italian in-service primary school teachers (N=409). According to teachers’ answers regarding satisfaction, respondents were grouped into “satisfied teachers” (ST) and “not-satisfied teachers” (NST). The variables Lack of cooperation and Unsatisfied parents  seem to be the strongest predictors of NST. On the contrary, the predictor Overprotective behaviors  doesn’t strongly contribute to the discriminant function. Certain types of parental challenging behaviors seem to affect teachers’ satisfaction more than others and this, in turn, has interesting implications upon in-service training and school personnel development.