The article deals with the scientific ideas about the readiness of future primary school teachers for interaction with parents, due to external and internal factors of the pedagogical reality. It describes various approaches to defining the concept of “readiness of future primary school teachers for pedagogical interaction with parents”, proves the choice of some certain essential characteristics of the phenomenon; makes the conclusions indicating the ambiguous understanding and interpretation of this concept; considers the choice of levels of research of this issue: functional (state) or personal (features).