Aim. Due to the fact that the issue of school-family cooperation has been of interest among scientists and practitioners for a number of years, the literature on the subject includes numerous and multidimensional publications in this field. In this article, this thread refers to women-mothers in the crisis of homelessness, which opens a new research space, because the aspect of cooperation in the title has not been addressed in Polish research on the subject. The aim of the study was to assess the quality of school-family cooperation from the perspective of a schoolteacher. Methods and materials. The study was conducted using qualitative methods, employing an instrumental case study; the research technique was an individual interview. Results and conclusion. The analysis of the research participant’s statements indicates that there is a clear predominance of those components of the cooperation in question that limit its effectiveness. Based on the collected research material, the following three categories of cooperation can be formulated. Category I takes into account the temporal dimension of experiencing homelessness (the longer the duration of the homelessness crisis, the more difficult is cooperation assessed). Category II covers the specificity of the psychosocial functioning of women in the homelessness crisis (demanding nature, instrumental nature of cooperation, low parental competences, lack or insufficient involvement). Category III concerns the past of women in the homelessness crisis (biographical experiences throughout their lives). There is no doubt that the results of this study only take into account a certain aspect of the phenomenon under study, and therefore they may constitute an introduction to broader, in-depth research in this area, especially since the issues discussed in the article are omitted in the literature on the subject.