This dissertation explores how Afghan parents, refugees or immigrant in Greece, participate in their children’s education, by examining the perceptions, expectations and practices they adopt, as well as the obstacles that parents encounter in the Greek public school. This thesis is theoretically framed by the concepts of cultural capital of Pierre Bourdieu, social and emotional capital and drawing on the scientific work of later scholars, such as Annette Lareau and Diane Reay, this research also examines the role played by the resources of different forms of parental capital, trying to get them involved in their children’s education. The research findings In order to fulfill the research purpose, the research follows the qualitative approach. For the collection of empirical data, eight interviews were conducted with Afghan parents of children who have studied or attended public schools in Athens. The research findings have indicated that although the Afghan parents attributed (especially to pre-) school a compensatory role, they perceived education as a process that requires their own participation as well. The parents’ contribution to the children’s education seemed to be divided based on gendered criteria, as the fathers tended to be more in charge of communicating with the school whereas the mothers participated more actively in home study. The parents encountered some mutual cognitive and linguistic obstacles, but they attempted to overcome them by drawing on resources from their economic and social capital. Afghan parents participated less actively in parental school associations, they had high academic expectations from their children, they participated emotionally in education, and they did not rely on the members of their national community to seek information concerning the school.