Education is the business of both the schools and the homes. A school's success is more assured with joint efforts of teachers, pupils, parents and the local communities. However, translating home-school partnership into positive impact is dependent on how partnership is conceived since it is this that determines the approaches to and the forms or practices characteristic of the partnership. Thus, to understand how homes and schools interact together to positively influence school, or the educational process, the conceptualisation of home-school partnership, including in terms of attitudes to it, the benefits expected to be derived from it and its characteristic practices, need to be examined. The purpose of this study was to investigate the nature of home-school partnership, or how homes and schools in Kwazulu Natal province of South Africa interact together to influence learning and development of children. Two hundred and thirteen participants (127 parents and 86 teachers) who volunteered to participate in the study were requested to indicate practices of home-school partnership they were aware of existing between homes and schools in their communities. The study also sought participants' opinions regarding their attitudes to, the benefits of and what they consider as barriers to home-school partnership. A structured questionnaire was employed to gather relevant information. The results revealed that participants were unaware of many partnership practices presented to them on the questionnaire although they expressed favourable attitudes to partnership and agreed to suggestions regarding benefits of partnership presented to them on the questionnaire. A major implication of the results is the need for teacher education programmes to feature training of teachers in strategies for encouraging parental involvement in children's education through the design, initiation, and implementation of effective programmes that foster home-school partnership. (Contains 4 tables.)