This paper examines the changing nature of the relationship between family and school and describes an intervention program designed to promote a positive home-school relationship. Children's timeless developmental needs and the child rearing task of parents and school staff are outlined. The manner in which scientific and technological developments have altered the needs of children and the task of adults and institutions responsible for rearing children are explored. In addition, the impact of relevant economic, educational, and other social arrangements on the ability of parents and the school to carry out the child rearing and educational tasks are discussed. A model of desirable family-school relationships for the present and the future is presented. One intervention program which has been successful in promoting this kind of relationship, the Yale Child Study Center Schools Program in Martin Luther King School in New Haven, Connecticut, is described. (JMB)