By utilizing the theory of Pierre Bourdieu on cultural capital and the method of Membership Categorization Analysis (MCA), this research approaches through semi-structured interviews the teachers’ discourse, who teach in public primary schools in western Attica. Our aim is to present how categorizations are constructed through discourse regarding the relationship of teachers with parents and pupils. We draw the conclusion that these categorizations are connected with the teachers’ preconceptions and therefore related to the way they perceive the cultural capital. Categorizations regarding the “ideal” parent, the “ideal” student, ethnicity, gender, apperception of cultural capital, parental involvement and finally the very Sociology of education as a reflection implement are demonstrated. At the same time, ways are suggested in order to reinforce this reflection regarding these categorizations.