The purpose of this paper is to examine parents' involvement in the education of their children at fourth grade in Greece. In particular, it will be examined how parents of different socio-cultural origin perceive and assess their collaboration with teachers, taking also into account students' achievement. The theoretical frame of this paper is based on Bernstein's argument that teachers develop different relationships with students' parents depending on the parents' social origin. According to Bernstein, in the context of visible pedagogy of the collection code as it is the case in the Greek educational system, the parents who come from lower social strata trust very much their children's teachers, especially in primary education. The failures of the students are the children's failures not the school's, as the school carries its function impersonally. It will also be argued that parents with high cultural capital are more encouraged to participate in school life by the principals and they get more information about their children's progress in school. For this paper the PIRLS' national data for Greece will be used, which include 2,494 students and their parents. The concept of cultural capital, developed By Bourdieu, is the theoretical frame for the grouping of students, and consequently their parents in five socio-cultural strata. Some of the criteria for the stratification of students and their parents in the Greek social and educational context that emerged during the analysis, were the type of community the students live in, the language spoken at home, the number of books at home. Parents' socio-cultural origin will be examined in relation with their answers about their involvement in school, as well as with the principals' answers in items related to the same topic. Appropriate statistics will be applied.