The ability for parents and teachers to work together serves as a foundation for a collaborative and effective parent-teacher relationship (Clarke et al., 2009). The quality of this relationship contributes to children’s school readiness and social competence (Halgunseth et al., 2009). However, limited research has examined the role of teacher’s professional characteristics, or the role of the classroom racial/ethnic composition on parents' perceptions of family-centered practices. The current study aims to identify teacher and classroom characteristics that may be related to components of effective parent-teacher relationships by exploring predictors of parents’ comfort in disclosing family information and parents’ perceptions of their classroom teachers’ responsiveness. This study utilizes data from the Head Start Family and Child Experiences Survey (FACES), 2014-2015 cohort. The sample includes survey data from parents (n = 747) and teachers (n = 227). Results from this study suggest a congruence in parents’ and teachers’ perception of family-centered practices. These perceptions remained consistent across a variety of classroom profiles. (author abstract)