The topic of this paper is parental involvement and support in childrens’ education. For the purposes of this thesis, an interview of the opinions and beliefs of parents of children in the 4th grade of elementary school was conducted. The aim of the research is to examine, describe and analyse the opinions and beliefs of parents about their emotional and cognitive involvement and investment in their children's education and what obstacles they encounter. Their perception of basic concepts was examined whether they think they are sufficiently involved and in what ways they are involved in their children's education. Ways of involvement and difficulties that parents encounter were categorized by thematic groups of involvement at home and at school. Parents are most often involved at home, and their biggest obstacle is the lack of time and communication with the school. Parents gave their opinion on the role of the school in parental involvement and suggestions for its improvement. Some parents want to be more involved in the work of the school, they want a partnership with teachers and invest as much time and effort as possible in the education of their children. The others believe that traditional, minimal partnership would be best so that everyone can fulfil their role as best as possible. The variety of parents' responses indicates the need for variety of approaches by which teachers and other professional associates of the school approach parents. With a quality partnership, parents and the school can reach an agreement on the forms of parental involvement that suit the parents, but also the needs of the school. The work of the school and the involvement of parents relate to the same goal, the well-being of the child, and by focusing on the same goal, they can contribute to the improvement of the quality of education for the child.