Having made an attempt to study the interaction level of the family and school in the late imperial Russia, the author has focused on parent organizations, as the latest and most fruitful way to carry out such contacts, by using publicistic writings on teaching science, school records and periodicals, as well as reference documentation for this task. The issue is revealed through the theory of modernization, theory of bureaucracy, sociocultural and gender approaches. By the beginning of the 20th century, due to the almost complete nationalization of the Russian secondary school, the family's interaction with the educational institution their child was studying at was quite indirect and sporadic. During the Russian Revolution of 1905, the state was forced to legitimize parent organizations that had already become reality, considering them as a mechanism for appeasing students. The post-revolutionary decline of the social movement also led to the decline of the parent organizations' activity, in particular, lowering the number of parents attending the school meetings. This was used by the government as it introduced a quorum for the establishment of parent committees, justifying that by the need for a broad representational scope; as a result such committees were kept only in 1/5 of all the secondary schools. Parents' absenteeism was the result of the disappointment in the effectiveness of these bodies as they obviously lacked any rights as well as the change in the way of life of the townspeople whose pace of life significantly increased during that period. However, privately run commercial schools, usually being more liberal, had started interaction with parents before the revolution, continued and developed it afterwards, especially thanks to students' mothers, who mitigated possible contradictions between parent organizations and schools. As a result, in commercial schools, the family representation managed to actively expand its activities, gradually becoming one of the actors of the school environment. These positions were enhanced during the re-establishment of parent organizations in state school, thus turning the commercial schools parent committees into one of the real forces of in-school management.