The subject of the graduate thesis is the cooperation between teachers and divorced parents with an emphasis on opportunities and challenges in their coordination. The theoretical part shows the possible challenges and the importance of quality co-parenting after divorce and then opportunities and possible challengesof cooperation between teachers and divorced parents. Because domestic literature is missing the research of the family structure of divorced parents in the context of the relationship between school and family, the empirical part of the thesis is focusedon the perspective of teachers and answering the research question: Do teachers find a relationship with divorced parents more similar or different to the one with married parents, based on their personal experiences and potentials/challenges of coordination that come with it? Analysis of the data collected through the interview method on a sample of nine participants showed that teachers have the same kind of relationship with divorced parents, even though they notice certain differences in their behaviour, traits and needs. The reason for that is that this kind of cooperation is based on communication with one parent, mostly mother, which is a case in biparental families as well. Participants consider cooperation with both divorced parents their responsibility and have a split opinion on skills and knowledge that are required for this kind of cooperation. Still, they agree that they would like to replace the lack of theoretical and experiential learning by attending workshops and educations more often. Limitations of the research are elaborated at the end of the thesis, but the research contribution to pedagogical science is also highlighted.