The topic of this thesis is the legitimization of pedagogue's counseling work in cooperation with parents. The theoretical part of the paper starts from the interpretation of pedagogical counseling as a form of pedagogical action and terminological, theoretical and empirical starting points of family-school cooperation. The presented deliberations are introduction to the central topic in which the pedagogue's counseling work with parents is discussed in the context of family-school cooperation. The second part of this paper presents the results of empirical research that tried to describe the basis of which school pedagogues consider counseling parents as parts of their professional role and cooperation with parents and what challenges in practicing counseling work with parents in their professional daily life they are facing. Eleven pedagogues employed in primary schools in Croatia participated in the research, and the results obtained in the interviews were processed through thematic analyzes. The results indicate that the child is seen as a fundamental pais in the pedagogue's counseling work with parents, the existence of unequal power relations in counseling and the impossibility of clearly distinguishing the pedagogue's role in counseling work with parents from the roles of other experts. Conclusion of this paper presents reflections on the obtained results as well as limitations and contributions of the conducted research.