In this paper, we present the findings which have emerged from our investigation of parent-teacher conversations at one secondary school in the north-west of England. Data were collected in the form of audio recordings over two years, supplemented by supporting evidence in the form of one-to-one interviews with parents, teachers and students. We analysed our data utilising conversation analysis (CA) and interpreted our findings using politeness theory. Our research revealed that the parents and teachers at this school appeared predisposed towards building friendly, mutually supportive relationships. They did not, however, jointly decide what their aims would be, share responsibility for learning or engage in meaningful dialogue. Also, teachers tended to assume authority on educational matters whilst parents played a supporting role or acted as passive receivers of information. We discuss these behaviours in the light of the various perspectives from which parent-teacher relationships have been viewed. We also consider the practical implications of our findings for both schools and families, and recommend future lines of inquiry for those wishing to explore this under-researched educational practice.