The purpose of this study is to explore the different ways parents experience meetings with the preschool and the relationships between themselves and the preschool staff. The purpose is also to explore parents’ views of the shared responsibilities of the children’s formation at home and in preschool. To research this, a qualitative approach with interviews and an interpretative phenomenological analysis method, is applied in order to arrive at a more profound understanding of how the shared responsibility in formation is experienced by the parents. This approach is chosen to get an in-depth understanding of the parents’ understandings and experiences. The theoretical framework applied is Urie Bronfenbrenner’s theory of ecological development, chosen for its’s ability to explore different levels of a person’s encounters with a particular environment. The results highlight the complexity of parents’ interactions with the preschool as an organization. Parents have concerns with what happens at an organizational level, which reflects on the staff, and ultimately on the everyday environment of the children. Furthermore, the study shows that a good relationship between parents and preschool staff, and how this relationship is experienced by parents, are affected by aspects such as stability and an understanding of each other.  In the area of child development, parents regard children’s formation as their responsibility, while the formation and socialization that occurs in preschools are group oriented and focused on learning. From the parent’s perspective, the formation that teachers contribute to and work with in a preschool environment are focused on democratic values such as being a good friend, not fighting with each other, help each other and show empathy towards one another. In considering the organizational aspects of preschools, the communication levels between staff and parents have been limited due to the current pandemic, which has had an effect on parent-teacher relationships. The study highlights a need for further understanding and a more developed communication approach between parents, teachers, and management, as well as organizational transparency in an effort to increase parents’ understanding of the aims and works of preschool.