This article is a synthesis on relationships between schools and immigrant families in Québec and Catalonia. The authors, who have extensive experience in this field, present the real or projected difficulties within these relationships. The research the authors collected explores the problem based on societal issues related to ethnocultural diversity in both contexts (particularly at the school), in terms of the families’ socio-economic profile, the reality of communication with the school, and the parents’ scholastic follow-up. The authors question how the teacher’s initial training, both in Québec and Catalonia, integrated the problem of cultural diversity, and thus the relationships between the school and immigrant families. In conclusion, the article presents guideline ideas for interculturalism geared to formalizing the diversity so that it can be effectively recognized and considered in policies and practices, encouraging synergy between the school, the community and different partners in order the help immigrant families actualize their social capital and involvement in their children’s education.