The establishment of partnerships between parents and preschool teachers, as well as the active role of parents in the work of educational institutions is a very important factor in the quality of educational institutions. The aim of this research is focused on the examination of the attitudes of preschool teachers on the forms and frequency of partnerships with parents of children. The study is based on a sample of 157 preschool teachers of children of early and preschool age in Zadar. As an instrument of data collection was constructed questionnaire containing a total of 15 questions. The hypothesis The most common forms of partnership of parents and preschool teachers are through parents meetings not be confirmed because the most commonly used forms of cooperation of parents and patients bulletin boards and nooks for parents, creative workshops, individual oral interviews with parents and parental involvement in the implementation of projects. Hypothesis Preschool teachers feel competent in partnership with parents is confirmed because 93,6% of the respondents feel competent. The results showed that there are differences in the frequency of use of some form of cooperation between parents and patients with respect to age, work experience and level of formal education. Hypothesis There are differences in preschool teachers self-assessment of competence to establish partnerships with regard to the age of the respondents is confirmed. The hypothesis There are differences in preschool teachers self-assessment of competence to establish partnerships with regard to the work experience of the respondents and hypothesis There are differences in preschool teachers self-assessment of competence establish partnerships with regard to the level of formal education subjects are confirmed. It turned out that the cooperation with parents is a source of stress most often for people who are older, for the respondents who having more than 15 years of experience and who have completed a twoyear and three-year professional, studies for. Similar results have been shown in the field of severe parental acceptance remarks and criticism. The results showed that there are differences in the attitude of the respondents in the possession of knowledge and skills to work with parents, so the respondents younger, with fewer years of work experience and the completed three-year or five-year university study are considered to still have enough knowledge and skills for cooperation with parents.