The aim of this study was to examine how students are related to school they attend as well as their commitment for carrying out school obligations considering certain student characteristics such as gender, age and school performance including the level of parental involvement in school and school obligations. The study contained of 199 participants (99 male students, 49.7% and 100 female students, 50.3%) third, fourth, sixth and seventh grade of a one primary school in the city of Split, in the age range of 9-13 years. Regarding measuring instruments, Questionnaire was used, which consisted of four parts. The first part of the questionnaire consisted of general questions for collecting data about students (gender, success in previously finished grade and the expected success of the class students is currently attending). The second part of the questionnaire was a Scale of Attachment to school (Roviš and Bezinović, 2011) consisting of 17 items conceptually measuring two factors - school attachment and dedication to carrying out school obligations to which the participants on a scale from 0 (never) to 3 (very often) evaluated how attached to school and how committed to carrying out school obligations they are. In the third part of the survey participants evaluated how often their parents participate in school activities. The last, fourth part of the questionnaire included a brief scale of the three claims related to the students assessments of how important it is for their parents to be successful in school. The results showed that students in lower grade are more attached to school and more dedicated to fulfilling school obligations more than the older students. As for the oldest students, a slightly lower estimation of parent’s involvement in school obligations was stated. In relation to the male students, female students showed greater commitment to school, while male students, in relation to female students, estimated that academic achievement is more important to their parents. Also, students who demonstrated a greater level of commitment to school and commitment to carrying out school obligations achieved better academic achievement.