In this article, we present a study describing the factors, which favor and hinder school intervention in family diversity. In a case study-based qualitative approach, we examined a public ECE (Early Childhood Education) and primary school in the province of Huelva (Spain) with homoparental families forming part of the educational community. The results achieved afford in-depth knowledge of the treatment dispensed to the new family models by educational organizations. The data obtained reveal the need to create a far-reaching debate within the school community and propose actions in educational policy, in order to advance towards recognition of the changes taking place in Spain.