The case study seeks to explore the issue of parental involvement /intervention in the primary and secondary teachers’ work in Greece, in order to both the cases which contribute to a favorable and pleasant school climate that effectively helps the teachers’ work and the problems and difficulties that do not contribute positively to the work of the teacher and the school unit in general to be identified. For the conduct of this study, twenty five postgraduate students who are simultaneously teachers were recruited. As a research tool written texts were used, while the texts were analyzed by the qualitative content analysis. Overall, findings indicated that Greek parents are most of the times involved in the teachers’ work and in school units in general wrongfully, without having the appropriate and adequate pedagogical knowledge, while, on the other hand, teachers behave appropriately, from a pedagogical stance, as they deal with the parental involvement.