In every kindergarten parents should be active participants in the education and care process as well as equal partners to kindergarten teachers. Positive collaboration and partnership not only have a positive impact on the entire development of a child but also give parents and kindergarten teachers a chance to positively improve their competence, including skills needed in life and profession. (Handbook for the Self-Evaluation of Early Childhood and Preschool Education Institutions, 2012). In order to obtain the opinion on collaboration between parents and kindergarten teachers, the revised Parent Survey of Family and Community (Sheldon and Epstein, 2007) was filled out by parents and kindergarten teachers. The research included parents and kindergarten teachers from kindergartens in the administration region of Čakovec City. The research results demonstrate that a statistically relevant difference concerning the age of kindergarten teachers exists which has a positive correlation with more frequent collaboration. In addition, there is also a statistically relevant difference determined by the T-Test in relation to the collaboration between the parents and the kindergarten teachers with reference to the dependable variable Communication with Parent, the main hypothesis bring only partially accepted. The research has shown that the parents are satisfied with the kindergartens and they consider the kindergarten teachers to be competent and approachable. Furthermore, kindergarten teachers feel the same about themselves and are satisfied with their jobs which is definitely due to the positive collaboration with parents. Moreover, the kindergarten teachers find that if parents are involved more actively, all the aspects of kindergarten life are positively affected as well. However, the data also indicates that the kindergarten teachers could make an effort to include the parents in the education and care processes more actively as the parents stated that they seek help in their role as a parent from other parents and do not opt for a conversation with a professional. Additionally, they also rarely take part in planning processes, implementation and evaluation of provided education and care while the collaboration is mostly established at parents’ meetings and gatherings which often results in the passive role of the parents. In spite of this, the parents and kindergarten teachers evaluated their relationships as positive and one can say that they have achieved a successful collaboration and are on the way to create a true partnership.