| Summary: | Departing from commonly held fact that parental involvement increases students’ academicachievement; The Swedish Schools and parents are required to have close relations with each other. However, low parental involvement becomes obvious norm in Swedish schools nowadays, especially immigrant parents. The aim of this qualitative study is to identify, from the participating parents’ perspective, the challenges that face Somali parents in their interaction with compulsory schools in Flen, Sweden. It will also elaborate on the role of mother tongue teacher as mediator in home-school interaction. The data collected through interviews with sixteen Somali parents in the city shows that understanding Swedish school system, language, parents’ education level, integration, social background, gender role, and communication methods are some of the main challenges that face these parents in their interaction with their children’s schools. Majority of the parents were socially excluded from major culture and lacked understanding towards different social, economic and organizational phenomenon in the Swedish society. The segregation resulted in parents’ disengagement from school and created distrust towards school, mother tongue teachers, social workers and authorities in general. Knowledge generated from this study may give policy makers, school, and interested institutions the needed theoretical foundation to design action plans, programs and policies in order to increase the level of participation of Somali parents.
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