This study aims to determine the level of the contribution of school-family cooperation on effective classroom management in early childhood education, and what should be desired contribution according to views of parents and teachers. The data was collected qualitatively through semi-structured interview forms in downtown Gaziantep during the during the spring semester of 2011/2012 academic year. The participants of this study are; 28 preschool teachers, and 23 parents of the students of the selected 5 schools with convenience sampling method. Descriptive analysis and content analyses were performed for analyzing the interview results. As the findings of this study showed; most of the teachers think that the parents give them support in all the questioned dimensions except when coping with students' misbehaviors. However, some of the teachers and parents think that there are still problematic areas in the school-family cooperation and various improvements should be made for developing this cooperation. (author abstract)