Investigation of Turkish and Japanese Education Systems in terms of the Parent-School Relationships Murat Gürkan GÜLCAN, Avni ÜNAL, Murat ÖNK Gazi University The purpose of this research was to investigate Turkish and Japanese Education Systems in terms of the parent-school relationships. The legal regulations of Turkish and Japanese education systems were scanned and made inferences. A school may be good school if enviroment provides interest and support. If enviroment understands school, have a word in school’s practices and parents work together with teachers, enviroment may support school (Grant, 1964, akt. Genç, 2005). Because of that efficient school-parent relationships may provide efficient schools. It is seen that the participation of parents to educational activities is vital and necessary legislation is prepared in Turkish Education System. Parents have important duties about educational plannig and execution. But it is not carried out all the schools similarly. Especially, committees which is desired to set up in educational districts are not functional and contributions of enviroment are limited. Japanese society gives great importance to education. Because education is the only way to gain social and economic status for many students. In addition to school structure, culturel values, education methods, supports of parents is significiant for japanese students’ success in international exams. Particularly, mothers are called as -Education mom (kyoiku mama)- and give great importance to education. As a culturel value, japanese mothers dedicate themselves to their child and became their teacher and advisor. Parents want to do everything for their childs’ success. Besides, they pay large amounts of money to private institutions for making their children succesful in entrance exams. (www.ncee.org). There is The Parent-Teacher Association-PTA in Japan. These associations are similar to Turkish Parent-School Solidarity Associations. They have significant duties to provide participation of parents to school life. Mothers usually attend meetings. These associations help administrators to express school policies, to clarify expectations from parents, to provide fund for school activities. They seldomly contrast with school managers. In addition to meetings with parents, meetings with teachers are also done. Schools are not just a place where appropriate behaviours are learned, also punctuality, tidyness, clearness are learned in Japanese