The purpose of this study is to provide in-depth knowledge of what students consider significant during parent-teacher conferences, beyond the formal content. The study focuses particularly on communicative aspects, including the role of both verbal and nonverbal communication from a student perspective. This study employed a case study design within a lifeworld phenomenological framework, using interviews as the primary method of data collection. The results indicate that it is essential for all conference participants to have the opportunity to speak. Teachers should communicate in ways that are understandable to students and ask questions in a friendly manner. Teachers’ body language is very important. From a lifeworld phenomenological perspective, supported by the concept of intersubjectivity, verbal and non-verbal communication are closely intertwined and related to students’ experiences of participation. Glances, gestures, and the way questions are posed influence students’ experiences during parent-teacher conferences. The study concludes that teachers need in-depth knowledge of both verbal and non-verbal communication, as well as strong relational competence, to create effective opportunities for interaction with students during parent-teacher conferences. The results imply that teachers need to develop communicative and relational skills and recommend further research into students’ perspectives on communication.