The present study qualitatively explored the barriers to teacher–parent communication in order to implement the elementary school curriculum using a phenomenological approach. The research population was comprised of parents and teachers of elementary students in Birjand. Through purposive sampling, in-depth interviews were conducted with 12 parents and 15 teachers. Data were analyzed using Colaizzi’s method. The findings, based on the lived experiences of participants, revealed a range of barriers categorized into: cognitive and attitudinal factors, family and occupational constraints, teacher and school staff performance, managerial and organizational issues, knowledge and training gaps, parental behavior, generational and gender differences, personal and academic characteristics, unrealistic expectations, communication style, school type and location, and cultural level. Overall, the study revealed that numerous barriers hinder effective educational and pedagogical communication between teachers and parents, leading to fragmented and ineffective interactions. Such communication breakdowns negatively impact curriculum implementation and reduce the likelihood of achieving the educational and developmental goals set for students.