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The aim of this thesis is to investigate the views of parents of primary school pupils, who are also teachers, concerning their involvement in the educational process of their children. More specifically, the degree of their parental involvement, their behavior in relation to homework and their positions on seeking help in the classroom were studied. The reason why this thesis was chosen is that because both parents and teachers are the two main pillars that influence a child's school life, we considered it would be of great value research on parental involvement on individuals who have both properties. This type of parent has the advantage of having personal experiences about school reality, making him/her more realistic and objective in the application of his/her parental role. The investigation was carried out through study, analysis, processing and synthesis of relevant bibliographic sources on the subject. A questionnaire was then created and distributed to 170 parents who are in-service teachers and their children used to attend or are still attending Primary Schools. Out of these questionnaires, 149 were valid and were used to draw conclusions on this research. The findings show that parents-teachers are in regular contact with the school, they check their children’s homework and appearance, they want to be aware of the school companies their children associate with, they spend time communicating with them, they trust teachers to a great extent but they do not consider themselves overprotective. In relation to homework, parents-teachers believe they have the appropriate scientific background to help or guide their children, they do not fully accept New Technologies as a means of acquiring knowledge, they do not adopt the study of the next lesson and the separation of courses into "primary" and "secondary» ones, they do not want superficial study but comprehensive learning and they feel they have the necessary patience and experience to play the role of "teacher" at home. As far as the search of help within the classroom is concerned, parentsteachers believe that pupils should have the courage to do so, they do not think it is a sign of lack of intelligence, slow perception, laziness, indifference or absentmindedness, and that it helps children to deeper understand their learning object and become "better"