Research has indicated that parents play a significant role in promoting school and family collaborative activities. However, empirical studies on parental engagement in school and family collaboration in China are scarce. This study investigates how Chinese parents perceived the school and family collaborative activities initiated by elementary school staff. Out of 300 parents in elementary schools in Wu Xing District, Huzhou, Zhejiang Province, China, 135 agreed to participate in this study to indicate their perceptions of school and family collaboration. A mainly quantitative approach was employed in this study of school and family collaboration. An open-ended question was added to the end of the quantitative questionnaire to offer the parents the opportunity to express themselves freely with no restriction. The findings of this study indicated that Chinese parents were in favor of school and family collaboration and were willing to work with teachers to foster better communication. However, they needed guidance and initiations from teachers and school administrators. It is concluded that parents could be more involved in creating a comprehensive school and family collaboration plan to help with children's development. This study comes in timely in response to the Chinese Central Government's call for promoting school and family relationship to enhance student learning.