This paper refers to the parental perception of the school pedagogue's counseling support to their parenting. The theoretical part of this work initially interprets the observation of parenting as a semi-professional activity and the pedagogical perspective of counseling with a school pedagogue as a counselor. This serves as an introduction to the central theoretical part, which examines parental understanding of pedagogical counseling as a means of supporting their parenting. After the theoretical section of the paper, the results of a qualitative study are presented, aiming to determine whether parents perceive the school counselor as someone who can support them in their parenting and to describe the potentials and limitations that parents recognize in the counseling support provided by the school pedagogue in their parenting. Thirteen parents participated in the study, whose children attend higher grades of elementary school in Croatia. The results show that parents are consciously aware of numerous potentials of pedagogical counseling, but they tend to seek counseling support from close relatives or the internet, rather than approaching the school pedagogue, whom they turn to much less frequently. In the concluding part of the paper, the obtained research results are summarized, along with the mentioned limitations and the importance of this conducted research.