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Family Learning is growing worldwide as is the international body of research on this issue, but little has been studied in the French-speaking world. This work, based on survey data from Quebec, French-speaking Switzerland and France, reports and compares family profiles, parental motivations and pedagogical practices. Their socio-demographic characteristics barely distinguish them from the general population, except for an over-representation of university graduates and those who have had training or work experience in education. These parents choose Family Learning to experience an educational project within the family, out of concern for the well-being of their children, to improve the learning experience and because they are critical of the education system. Their educational practices are diversified, as these families find in Family Learning answers to their expectations and educational, often special, needs, bringing to light challenges regarding the evolution and democratic governance of education systems.