| Sumario: | Background: Understanding parents' expectations of the knowledge and skills that they will acquire during antenatal classes provides an opportunity to tailor classes more closely to their needs. Aims: To explore whether a programme of antenatal classes met parents' expectations across the transition to parenthood. Methods: This study used research evaluation data to explore parents' expectations from antenatal classes as they transitioned from pregnancy to the postnatal period. Findings: Findings indicated that expectant mothers and fathers had different learning needs at different times, and that while expectant mothers were clear about what they want to know from classes, fathers entered classes with unspecific learning needs. These became slightly more focused as pregnancy progresses, but generally speaking, remained fairly vague. Conclusion: Understanding parents expectations of antenatal classes, and exploring the value of classes among attendees has the potential to result in improved attendance, reduced dropout rates and overall greater satisfaction.
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