The purpose of the empirical part of the paper was to examine and compare the views of parents and primary school teachers regarding the school curriculum and parental involvement in their children’s school life. The survey included two samples, a parent sample and a teacher sample. These were convenience samples of parents and teachers in Zagreb County, collected via schools. The sub-sample of parents consisted of 825 parents, and the sub-sample of teachers consisted of 226 teachers. Although the one-stage cluster sampling method was pursued as a type of probabilistic sampling, and a random sample of schools within Zagreb County was chosen, the participants had the right to refuse participation in the survey, therefore complete school clusters were not examined but the individuals available. The survey was conducted online during the 2020/2021 school year, based on the questionnaire used by Pahić, Miljević-Riđički and Vizek Vidović (2010). The aforementioned authors translated into Croatian and validated the Questionnaire on Parental Involvement in School Activities (Family and Community Involvement in the Elementary and Middle Grades: Student Survey and Parent Survey) by Sheldon and Epstein (2007). The preliminary survey verified the characteristics of the adapted instruments from the original questionnaire and, for the purposes of this survey, the units that included factors of interest were selected. These scales were used to examine in both subject groups their views of the school curriculum, assess the quality of the partnership between the teachers and parents and examine views regarding parental involvement, including an assessment of the actual level of parental involvement in their children’s education. Each questionnaire ended with an open-ended question where both groups of subjects could present their opinions about the most relevant way a parent can be involved in their children’s education. The results of the survey showed that both subject groups expressed partially positive views of involvement in the co-construction of the school curriculum. In addition, teachers were found to have a more positive view of the school curriculum, whereas parents tended to have a more positive view of their own involvement. Also, parents with primary and secondary education degrees whose children are in lower grades tended to have more positive views of the school curriculum, as did younger teachers with up to 10 years of professional experience in the teacher group, however, lower-grade teachers also found parental involvement to be more important compared to their peers teaching higher grades. Younger parents of children in lower grades with positive views of the school curriculum tend to be more involved in their children’s education, whereas teachers of lower grades, irrespective of their professional experience, perceive the level of parental involvement to be higher compared to their peers teaching higher grades. The Scale of Views of Parental Involvement in Children’s Education, where the answers had informative value and results were considered separately for each unit, showed that both groups expressed similar views, with minimal yet statistically significant differences established between answers in only four units. In both groups, the answers were expectedly in favor of the so-called traditional relationship or partnership. For the most part, neither group took into account their own influence and potential mutual communication regarding certain claims, which would surely allow them to gain a wider perspective of the educational process. It is therefore necessary to consolidate and develop a partnership through educational programs intended for both teachers and parents. In their answers to the open-ended question, most of the parents indicated a need to improve communication with the school, whereas most teachers found it necessary for parents to help their children with their school duties. Based on the foregoing, curricular collaboration can be said to exist and to be developing in the direction of a partnership, however, both sides should make more active contributions to the comprehensive development of each student in this context because contemporary unpredictable changes in society require that schools constantly adapt all their educational processes. “A curricular approach to creating the educational process is presupposed by targeted thinking and constant connecting and aligning of interrelationships between the targets and outcomes” (Jukić, 2015: 11). Such co-constructive approach implies equal “cognitive, emotional, conative, physical, social and spiritual development of each student, which are always somehow connected and related” (Mijatović, 1999 a: 24). Therefore, the structure of the modern curriculum and the essential competences to be developed through it shows that they require an interdisciplinary approach and interdisciplinary connection, as well as a holistic approach to a student’s knowledge (Marsh, 2003). This is why the theoretical part of the paper presents the modern curricular premises, provides an overview of theoretical baselines for school curriculum co-construction, considers the roles of teachers and parents as the main stakeholders in the process of designing the school curriculum, and ultimately attempts to determine the views of teachers and parents as partners in the process of school curriculum co-construction. The specific part of the paper provided an answer to the question of whether or not it is important to involve parents as active co-constructors of a curricular partnership, with the school curriculum being an important pedagogic and didactic methodical paradigm of modern teaching from both parents’ and teachers’ perspectives and emphasized the importance of taking a more comprehensive and serious approach to these issues. The results can be compared and used to improve the efficiency of the educational systems by underlining the need for clearer legislation that would make it mandatory for schools to involve parents and would in turn allow parents to engage in more active interaction. In addition, measuring instruments have been designed, which can be used to monitor the quality of the partnership on the level of each educational institution. Overall, this paper helps see more clearly the issue of involving parents as co-constructors of the school curriculum, both on the theoretical and practical levels, and demonstrates the importance of understanding and developing partnerships to improve the quality of communication between all stakeholders in the education process, but also the educational system as a whole.