The aim of this research was to determine the types, frequency and satisfaction of cooperation between teachers and parents in order to improve the education of children in primary school. The focus of the research was to examine perceptions of teachers and parents over the quality of cooperation and to determine how teachers and parents evaluate mutual responsibility for meeting the basic needs of the children, their school achievement, prevention and intervention in education when it is needed, and for the education for the human values. Implicit understanding follows the humanistic educational framework in which the teacher is the one who encourages parents to cooperate and form partnership in order to achieve optimal child care and education. The research also reassess the responsibility for locating the two overlapping areas – upbringing and academics - from a position of teachers and parents, from concrete to abstract areas. The research included 85 parents of primary school pupils from an urban school (69 mothers and 16 fathers, 81.2 and 18.8%) aged 27-55 years (median age 40 years, M = 39.7, SD = 5.21). Teachers (eight women and one man), who participated in this research, serve as regular full-time teachers of children of the surveyed parents (the range of teachers’ working experience is between 3 and 27 years). Anonymous and voluntary survey of teachers and parents was conducted during the March and the April of 2014, during the parent-teacher meetings. Questionnaires were used to examine parental and teachers' participation in the education of primary school pupils and attribution of responsibilities to teachers and parents in four research areas (the basic needs, school achievement, prevention/intervention and the education for the human values). In ideal conditions, the roles and responsibilities of teachers and parents in children's lives should be shared, but the results of this research showed that the greater responsibility is on parents. Analyses of the data showed that both teachers and parents evaluate the parents more responsible for the upbringing and education of children in the studied areas. The results were interpreted according to the parents’ and teachers’ role and the mutual perception of parent and teacher competencies (skills, knowledge and interest) for the education of children and their possible consequences.