Parental role is becoming more and more complex and it is impossible to educate children by using natural ability only. Knowledge is the precondition of education. School and parental home constitute two halves of educational environment. Their cooperation is necessary and is a key factor for the success of a child. Therefore, this paper analyses models of cooperation between pedagogues and parents. The history of cooperation between pedagogues and parents has been presented; the importance and current models of their cooperation have been emphasized and described, including both traditional and modern patterns. The paper aims at examining cooperation models between pedagogues and parents in addition to parental opinions on quality of this cooperation. Consequently, the following research questions have been addressed: what are the current cooperation models between pedagogues and parents, whether parents cooperate with a pedagogue and for what reasons and finally what parents think about the cooperation. The survey was conducted through the use of a questionnaire and the sample comprised 183 parents from eight elementary schools. More than a half of participants reported that they do not know whether a certain model of cooperation with a pedagogue in school is offered. Most of the surveyed parents do not cooperate with a pedagogue explaining that there was either not an opportunity or necessity for it. The results point to the need for a more active involvement of parents in school life. The paper has demonstrated that closer cooperation between pedagogues and parents should be more encouraged in practice.