The relationship between parents and school is a crucial factor in students' school success, and school success is a prerequisite for the further progress of each individual. In this paper, we have theoretically and empirically explored a part of this area, important not only for the development of the individual but also the whole community. The theoretical part of the paper was created as a result of many years of work experience in an educational institution and being up to date with professional and scientific pedagogical literature. The basis of the empirical part of the paper as well as the research instrument stem from the concept created by prof. dr. sc. Dubravka Maleš. Maleš (1993) identifies basic areas in which the family environment differs from school conditions. She points to the students’ need for daily adjustment from one social environment to another. The respondents were the parents of primary school students. We determined the independent variables: sex, age, education level, structure and number of children in the family. Dependent variables were different ways of estimating a particular type of school-family relationship. Respondents were offered five types of family-school relationship (Maleš 1993): Traditional parent-school relationship as “silent support”; School-parent relationship as utilitarianism and covert intolerance / aggression; School-parent relationship as collaborative school leadership; Administrative relationship with the school; A partnership in which initiatives come from both the school and the parents. We hypothesized that there were no differences in the assessment of the five types of home-school relationship with respect to the sociodemographic characteristics of the respondents. The results indicate the existence of differences with regard to the sex of the respondents and with regard to the number of children in the respondent's family.