The aim of this study was to theoretically explore the nature of the family-school relationship. To achieve this goal, three initial assumptions were proposed: the school being central to the formation of the relationship between family and school; the family being central to the formation of the relationship; and the participatory and co-equal nature of these two subsystems. To analyze these assumptions, three paradigms—behaviorism, critical theory, and social interactionism—were utilized, each of which could respond to one of the assumptions. The findings of the study indicated that, within the behaviorist paradigm, the school is the decision-making center, while the family is seen as an external element that intervenes sporadically, only when the school deems it necessary. In the critical paradigm, the family critiques various dimensions and interactions of the school, transforming into a decision-making and ecosystem-building entity for the school, including teacher selection, school structure, content determination, and guiding the school in coordination with local stakeholders. In the social interactionist paradigm, neither the school is solely the decision-maker nor is the family the sole strategist; rather, both participate together based on commonalities to fulfill their roles. In other words, in this paradigm, the fundamental principle is that of family participation.