Preschoolers seem to suffer from lack of parental cooperation, among other shortcomings and misconceptions. To discover some of the hurdles on the way of such a cooperation, and ways of reducing their impact, a group of 8 preschool teachers was carefully selected and extensively interviewed. In the respondents’ opinions the problem is rooted in the perceived meaning and importance of cooperation as a concept that results in parental interventions and interactions rather than cooperation. Parental level of education and awareness of educational issues determine the quality of parental interactions, according to the respondents. To remedy these hurdles the interviewed preschool teachers suggest further communication through meetings and workshops with parents in order to improve their understanding of the role of preschool as well as their own responsibilities in regard to constructive cooperation in improving their children’s progress.