School Choice has been introduced into several national education programs during the past three decades in Azerbaijan. Parents are invited to select from various schools to locate the one that “suits them the best”. However, there is a need to understand the factors that go into parents' decision-making when choosing primary schools for their children, especially in various native languages and educational fields. The purpose of the study is to explore Azerbaijani-speaking and Russian-speaking parents’ school choices at the primary education level in Azerbaijani and Russian sectors. Furthermore, the study investigates the factors influencing parents’ selections when selecting a primary school for their children, such as socioeconomic status, educational values, and cultural preferences. The study also aims to compare the school choice patterns of Azerbaijani-speaking and Russian-speaking parents, particularly emphasizing how their varied native languages may influence their decision-making processes. Additionally, this study presents a framework of the national policies regarding parental school choice in Azerbaijan. The study's theoretical frameworks were framed by Human Capital Approach (HCA), Human Rights Based Approach (HRBA) and Capability Approach (CA). By utilizing these frameworks, parents can better understand the various factors that impact their decisions when choosing a school for their children and how these decisions can ultimately affect their children’s educational achievements. The HCA believes education is a valuable investment in human capital, and parents choose schools based on their perception of the returns on this investment. On the other hand, the HRBA sees education as a fundamental human right, and parents’ selection of schools should be based on fairness and non-discrimination principles. The CA emphasizes the importance of education in enhancing individual capabilities and freedoms. This research used qualitative research methodology will contribute to select the right school for children at the primary education level in Azerbaijan. The comparative perspective was based on the Azerbaijani-speaking and Russian-speaking parents. The semi-structured interviews with 12 participants were conducted to gather data, focusing on the factors influencing their decision-making processes and thematic analysis was applied to the data analysis. The author encountered codes and themes in the interview data through qualitative research methods and thematic analysis. This approach provided detailed insights into the complex and diverse nature of parents’ school choice decisions. Overall, the research on parents in Azerbaijan found that they, irrespective of their native language, possess a keen interest in and knowledge of factors that impact their decision in selecting primary schools for their children. This highlights the significance of considering aspects such as language options, school location, and reputation while devising policies to offer quality education to all children. Further exploration is necessary to comprehend the decision-making approach of parents and develop effective tactics to support them in making informed and appropriate school selections. Finally, the implications to the policy and practices for school choice are discussed.