n the last few decades, the importance of involving parents in educational systems and creating a partnership between the two parties has been increasingly discussed. It is necessary to eliminate the established pattern of behavior whereby parents are seen as an obstacle and think of them as equal partners in the upbringing and education of children, taking into account their views and opinions. Parental involvement in educational systems is associated with a number of positive aspects of a child's functioning. The present thesis shall present the educational systems of two European countries: England and the Republic of Croatia. The English educational system has long been regarded as one of the best in the world, while major changes were introduced in the Croatian educational system during the last few years. For the purpose of the present graduate thesis, an interview-based research was carried out with the aim of identifying the opinions and experiences of parents regarding the educational systems of England and the Republic of Croatia, as well as determining whether there are differences in their views and attitudes. The research involved four participants, comprising of two parents from England and two parents from Croatia. The obtained results indicate that parents in England show a high interest in all forms of cooperation with the educational system, highlighting the positive aspects of their involvement. Parents in Croatia point out that there is no need for greater cooperation, with the lack of time seen as the most significant obstacle in the cooperation between parents and the educational system.