The aim of this study is to investigate the experiences of parental cooperation between the pre-school teachers and parents in preschools located in multi-ethnic areas. To get a fair picture of the parental cooperation between the pre-school teachers and parents, both the views of the pre-school teachers and the parents have been explored. The research question has been explored by using qualitative interviews as the method for data collection. The theoretical approach is hermeneutic and focuses on subjective experience of individuals. The main result is that the parental cooperation between the pre-school teachers and parents works dissatisfactory. The reasons for the dissatisfaction that can be found through the analysis in the study are that there are various factors such as prejudice, ignorance and language barriers that create barriers for good parental cooperation. The informants in the study attributes the area to poor characteristics, and the results of the study show a pattern that both parties, i.e., Parents and educators experience a disinterest of parental cooperation from the other party. The study's results also show that prejudices and misunderstandings can lie behind these experiences. Misunderstandings and prejudices in the sense that both parents and educators mean they want to cooperate but that they feel that the opposite party is not interested in this.