Parenting refers to the reciprocal relationship between parent and child, which research often examines in terms of the child's progress in school. The present research analyses the characteristics of the interaction between foster parents and school. Our aim is to explore the specific aspects of foster parent involvement and to identify the factors that support and hinder the relationship between teachers and foster parents. The novelty of the research is that it examines the issue from the perspective of foster parents and teachers in Hajdú-Bihar County. The basic questions are: (1) How can the relationship between foster parents and school be characterised? (2) What form does the relationship and cooperation take? (3) What factors influence the partnership? Data collection was based on semi-structured interviews with 15 foster parents and 10 teachers. The results showed that the relationship was typically personal and that teachers' empathic attitudes, considering the specific fostering situations, were supportive factors. However, both parties reported a number of negative experiences, suggesting that cooperation is hampered by various barriers and misconceptions. The research also highlighted that a partnership approach between educational actors (teachers, foster parents) and training in child protection skills are essential for more effective cooperation.