This study aims to analyze the perception of teachers who work in high school at a bilingual school for the deaf regarding the participation of families in the school life of deaf students. The research, of a qualitative nature, had the participation of ten teachers, nine of whom are hearing and one is deaf, from a public school located in the state of Paraná, Brazil. A sociodemographic questionnaire and a semi-structured interview were used to collect data. The results reveal that teachers consider the participation of families in the teaching and learning process of deaf children to be of fundamental importance, as they believe that the family-school partnership helps to create a learning environment, stimulate academic development and provide security and belonging. Concluded that an educational environment that values, respects and strengthens the family-school relationship is essential, thus ensuring social development beyond the confines of the institution.