Encouraging partnerships between parents of children with special educational needs and disabilities (SEND) and educational practitioners is a key theme in educational policy in England. However, there are unanswered questions regarding whether parents and teachers are mutually responsible for developing and maintaining these partnerships, as well as a paucity of literature eliciting the views of educational practitioners from a SEND context. This article draws on a study which explored parent and teacher experiences of partnership, specifically focusing on perceptions of responsibility regarding the development and maintenance of these partnerships. In-depth interviews were conducted with 22 parents of children with a wide range of SENDs, and 15 educational practitioners. Findings highlighted that although there appeared to be perceived mutual responsibility regarding home-school communication, educational practitioners were overall held accountable for developing and maintaining partnerships, and were required to be trustworthy and approachable in order for positive home-school relationships to flourish.