This article examines findings on key challenges of school-parent relations in Norway. The review is based on recent large-scale studies on several issues, including formalized school-parent cooperation, parental involvement in the pedagogical discourse, and teacher perspectives on the parents' role in the school community. Findings suggest a biased pattern in the formal school-parent collaboration, where parent groups from lower educational and socioeconomic levels systematically fall out of participation. Evidence also indicates a pattern of teachers' rejection of parent participation when discussions concern pedagogical matters, with parents held at arm's length when conversations focus on student learning.