With the demands of modern society becoming increasingly complex, daily communication and cooperation with parents is becoming an increasing professional challenge for educators who are expected to provide counseling support to parents. In the territory of the Republic of Croatia the topic has not been sufficiently researched and a relatively small number of papers are available that deal with the research of providing counseling support to parents by educators. The aim of this paper is to provide an overview of research findings within graduation theses (N=21) defended in the elective course Counseling at the University graduate study of Early and Preschool Education at the Faculty of Teacher Education in Rijeka. In accordance with the research questions, the findings on research areas and topics, participants, aspects of professional development, level of perceived competence and cooperation in providing counseling support to parents in the context of early and preschool education have been systematized. The key findings indicate a disparity between educators' and parents' perceptions of the quality of counseling support provided to parents, with parents’ perception being more positive. Educators assess themselves as moderately competent in providing counseling support, while parents point out educators as experts they turn to first and who provide quality counseling support in various aspects of work. The findings clearly indicate that educators need more intensive professional development to acquire competencies for counseling processes, especially during initial education in the field of providing counseling support to parents and that there is room for improving teamwork of educators and professional associates in providing better counseling support to parents.