The aim of this study is to evaluate the views of school principals and vice principals working in secondary schools about the ideal student parent. While determining the method of this study, phenomenology design, one of the qualitative research techniques, was preferred. The research group was selected using the maximum diversity sampling strategy, which is one of the purposeful sampling methods. The study group consisted of 15 school principals and vice principals who were included in the research with this method. A semi-structured interview form was used to collect the data.   The data were analyzed using content analysis.  The evaluations of school principals and vice principals emphasize the characteristics expected from an ideal student parent and the importance of the parent-teacher-school relationship. Parents need to consider not only academic achievement but also students' social, emotional and personal development. While a good communication and cooperation environment can affect students' achievement, communication barriers and strategies to overcome these barriers are discussed. Solutions for dealing with violent parents, such as language of agreement and language interpreters, are presented. Strategies to communicate more effectively with parents include using different communication channels and customized communication plans. The importance of empathy, patience and using positive language was emphasized. In conclusion, these evaluations provide an academic perspective on ways to strengthen school-parent collaboration and make a more positive contribution to children's education.