Abstract In Denmark, there is a long tradition of cooperation between school and home. Since 1974, parents and primary schools have been obliged to cooperate by the school's purpose clause. Historically, since the 1970s and up until today, there have been various contemporary logics for how cooperation should be organized. The situation today is that teachers and parents are not always aware of the purpose of the collaboration (Knudsen, 2010). The thesis is triggered by astonishment at the primary school's organization of school-home cooperation and the relationship between school and home. The thesis is based on the school-home conversation as a social technology and addresses the power relationship and the situational meeting between school and home. A situation where parents and teachers in their communication and emotionality are confronted with the unspoken ethical requirement to communicate and do well (Kierkegaard, 2018; Løgstrup, 2010). The issue is based on an informal everyday conversation with a working-class parent couple who had had a conflicting school-home conversation, whereupon they found it necessary to move their boy to another school. A conflict where the parent couple and school had divergent perceptions of the purpose of school-home collaboration. The report illustrates school-home cooperation as a conflict-filled affair. The report is not a unique example but clarifies working-class parents' poor participation opportunities and weak power position in relation to the school field. Parents fall short when making attempts to collaborate with the school (Palludan, 2012). An example of the school and home approaching school-home collaboration with various agendas, leaving parents with an experience of powerlessness and disappointment. The thesis argues that the primary school and the home are in a mutual dependency relationship with each other which is important for the future of the primary school. This suggests that the elementary school should develop a different approach to school-home collaboration. The purpose of the study has not been to produce generalizations of the school-home conversation (Christensen, 2002). The thesis is a professionally thought-out example that has served as a thinking tool for exploring school-home conversation as social technology within the school field (Peirce, 1970b). The study should be considered a pilot or feasibility study. The study uses secondary data through official empirical documents such as the Public Schools Act. The study uses a pragmatic pluralistic approach that creates the synthesis of different positions within qualitative research (Brinkmann, 2012). A theoretical study of the event involving practice literature and empirical studies. The choice of Pierre Bourdieu as a theoretical perspective leads to a special look at power relations and the reproduction of social practices that often go unnoticed (Bourdieu & Passeron, 2006). John Dewey's perspective complements and nuances the understanding, and answer normative questions related to the situation, why do we think school the way we do? The argument is characterized by a critical analytical recognition interest. The ambition has been to generate educational insights about working-class families' conditions and opportunities when they enter into a collaborative relationship with the school. This has contributed to a discussion of the family's actual opportunities for participation. The study addresses two selected themes of analysis: the purpose of collaboration and conditions for participation. In practice, the themes of analysis have proved to be interwoven, when the interest is, which goals are valuable? The study concludes that it is up to parents and the school to define and individually negotiate the purpose of collaboration. Under such conditions, working-class parents are structurally dissimilar in collaboration with the school, as the working-class affiliation and limited educational capital within the school field are in a weak negotiating position. Working-class parents are initially given poor participation conditions in collaboration with primary school. The purpose of collaboration can advantageously be seen as a mutual learning process between school and home. When both school and home demand greater clarity on the purpose of collaboration, it makes sense that a reform of the primary school law's purpose clause should be made. The Public Schools Act should reflect and balance the education goals and means of good education that will benefit society as a whole.