Numerous studies have proven the influence cooperation between parents and school has upon the students’ achievement in school (Henderson & Mapp, 2002; Jeynes 2011). Research in this field indicates that it is in particular not depending on quantity of such cooperation but rather on qualitative aspects if a benefit comes out of it (Pomerantz, Moorman & Litwack, 2007). In a quantitative study 270 students of secondary schools in Germany have been asked to give their opinion on obligatory student-teacher-parent conversations that have recently been introduced as a new form of assessment. Similar forms of cooperation between parents and schools have already been successfully implemented in many Scandinavian countries (cf. for Sweden Markström 2009). The research question of the submitted paper focuses on how students consider the presence of their parents in these conversations and which beliefs and behaviours on the parents’ side are considered to promote a fruitful cooperation. First results confirm theoretically developed hypotheses: parental beliefs characterized by esteem and support towards the student correspond with positive evaluation of the concrete cooperation while controlling behaviour has a negative impact.