Without a doubt, it is an undeniable fact that the roles teachers who have an important position in education activities undertake will contribute to multi-dimensional development of children. Seen from this aspect, determining the factors which are effective on teachers’ taking part actively will be able to contribute to develop the relations among teacher- guardian- student triangle. The study aims to identify how teachers’ attitudes about family participation are and whether their attitudes undergo a change according to the variables of gender, settlement type, seniority, classroom existence, classroom level and position of being satisfied with job. The research is a descriptive study in scanning type. The study sample consists of total 178 primary school, preschool and private teachers dealing out in 2014-2015 academic year in Erzincan provincial centre and Üzümlü district that are determined by easyattainable position sampling which is of the purpose ( criterion ) sampling methods. The teachers’ attitudes about family participation were gained by questionnaire prepared by taking expert advice; however, the socio-demographic characteristics were gained by personal information form. Literature review was done to make questionnaire and item pool with 40 questions about family participation was formed by interviewing with teachers working at the domain. Later, the items in item pool were reduced to 30 items by seeking the opinion of an expert and the questionnaire took its final position. The reliability work of questionnaire used in study was made and Cronbach Alpha inner reliability coefficient was determined as 86. The measures in questionnaire were made in accordance with 3 point Likert Scale. The questions were evaluated as (1) No, (2) Partly (3) Yes. The arithmetic average of answers given to items in questionnaire moving towards 3 shows that teachers’ attitudes about family participation are in positive direction, moving towards 1 shows that they are in negative direction. Plus, in an effort to gain demographic information, “gender”, “settlement type”, “seniority”, “classroom existence”, “classroom level” and “position of being satisfied with job” were asked. The variances between variables were tested by using ttest and one-way variance analysis. According to the findings of the study, it was determined that teachers’ attitudes about family participation were positively. Additionally, it was identified that while family participation attitudes didn’t undergo a change as to gender and classroom existence; they underwent a change as to domain, settlement type, professional seniority and position of being satisfied with job.