The family has always, to a greater or lesser extent, been influenced by changes in the economy, and the advancement of mankind also brought along changes in the personal lives of parents, in the form of new employment, education, social status etc. Regardless of whether the needs are existential, emotional or physical, they change the way of life for bothe the parents and the children. As the needs arise for integrating children in educational institutions, certain changes occurred in the area of family and economy, which resulted in changes of the way those institutions function. Modernisation also left a mark on the education of parents, who are more informed nowadays and more involved in the child’s development, and therefore seek additional time and attention from professionals. In order to provide an adequate response to the parents’ needs, professional work of educators is undergoing changes. If we aim at providing children with better and facilitated stay in institutions, it is important to establish cooperation between parents and educators. At the same time, establishing a partnership with education professionals requires understanding, tolerance, time and effort from the parents, but also a genuine desire and intention for establishing and implementing that partnership. The objective of this research was testing the perception and attitudes of parents and educators on their mutual cooperation for the purpose of improving and further developing a partnership. The research was conducted on a sample of 237 subjects, 129 parent and 108 educators. The research results show that both the parents and the educators fail to grasp the difference between cooperation and partnership, and the opinion still prevails that the parents are superior in that relationship. It was also registered that, out of the cooperation modalities, the most used are standard communication forms (notice boards, PTA meetings, end-of-school-year events, etc.) whereas the parents wish for more modern forms of communication (social networks, forums, etc.). Even though both parties agree on the importance of partnership, there is still a small number of people that consider this relationship to be insignificant or less significant. The results obtained indicate that a great number of educators and parents do not clearly distinguish between cooperation and partnership, but both sides estimate the importance of cooperation through their own responsibility. Moreover, parents and educators estimate that there is a strong effect of the factors (mutual recognition of knowledge and skills, honest and open communication, understanding and tolerance, lack of labeling, joined planning and decision-making, approachability and mutual understanding, open and reciprocal exchange of information and synchronising educational influences) on a successful partnership between parents and educators.