This research examines the exchange of information about children between families and teachers, families' focus concerning assessments, and the expectations of families from teachers in this process. This was a qualitative case study and data were obtained through interviews, observations, and document analysis. The participant group included 8 preschool teachers and 24 parents. The data were analysed through an inductive approach and the findings revealed that parents paid attention to communication processes regarding time and space for meetings. Face-to-face communication was most frequently used by parents, and the lack of a private place for having a conversation was the primary problem faced. Teachers positively viewed parents' attempts to gain an enhanced understanding of their children by becoming involved in the assessment process. Parents primarily wanted to learn about their child's self-care and prioritised preparing their children for primary school and developing their children's social skills.