This thesis analyses the involvement of parents in their children's school activities and school work. Parent involvement is closely linked to family-school partnership. Partnerships between schools and families have been a focus of pedagogical studies in the past decades, resulting in the realization that the quality of the relationship between schools and parents greatly influences a child's academic success. This thesis explains the basic concepts of parent-school partnerships and examines the current situation of parent involvement in schoolwork and school activities. The first part presents a theoretical overview of existing research on cooperation and partnership in parent involvement in schoolwork and school activities. The second part provides an analysis and interpretation of data collected in interviews with twelve respondents: mothers of pupils and higher-year pupils of secondary schools in Split. Direct and indirect strategies of parent involvement in their child's school activities are investigated, as well as forms of cooperation between schools and parents. The parents' attitudes towards their engagement in their child's school activities and the partnership with schools is elicited. The thesis highlights that for a successful cooperation between parents and schools a move from a traditional unilateral approach to a partnership approach is necessary. The application of current theoretical knowledge on the subject to practice is recommended.