The article is a meta-analysis of domestic and foreign research on what is known as parental involvement in the school socialisation of children. In the introduction it gives an account of the social-historical context of the origins of what today is the self-evident requirement for parental involvement. It was created specifically by the individualisation of life in modem society, emphasis on the process of personalisation, every individual’s “right” to the development of his or her personality, but also the need to adapt and to acquire in school the essential tools (knowledge, skills, attitudes) for integration into society. Parents are this exposed to contradictory pressures that lead to negotiation with teachers. The second part of the article deals with three elements of parental strategies of communication with teachers: 1) Definition and division of the responsibility and jurisdiction of parents and teachers shows that parents tend to respect the leaming function of schools and the associated sanctions on children (success/ /failure) as legitimate acts of the institution; 2) direct forms of contact with teachers can be summarised as cautious contact “at a distance”, and 3) the most pronounced form of parental involvement relates to home work for school, and here there is a great variety of * forms, their effectiveness depending on the experience, knowledge and skills of parents in relation to learning activities. The fmal part of the article considers situations in which there is a lack of agreement arising from a child’s serious or lasting problem in a school. These lead to intense negotiations between parents and teachers, characterised by a distinctive “game about boundaries” of the responsibilities of parents versus teachers, and accompanied by marked ambivalence.