This study examines the transfer of referential and relational messages in the interpreted discourse context of special education placement conferences between Hispanic parents of handicapped children and, amongst others, psychologists. Whilst in the latter's speech three styles -academic, informal and egalitarian, and clear- were identified, those who used a clear style were most likely to have their messages accurately interpreted. The theoretical framework is made up by Fraser's Conversational Contract model of politeness and Knapp-Potthoff's work on politeness in interpreted discourse.