Problem and purpose. The focus of the world community on preserving cultural heritage from the standpoint of preserving knowledge and irreplaceable (universal) values, the formation of personality and its civic identity, actualizes the importance of family education, consistent with the content of public education. The purpose of the study: to study the features of using the potential of cultural and historical heritage in the process of family education. Materials and methods. The study involved 11,716 people - parents of students of educational institutions in 78 regions of the Russian Federation. The empirical stage of the study is surveys (online surveys) conducted in May - June 2025 by the Federal State Budgetary Scientific Institution "Institute for the Study of Childhood, Family and Education". Research results. The most frequently used forms of introducing children to cultural and historical heritage in family education are walks in parks and squares (52.3%), visiting friends and relatives (45%), and arts and crafts (24.9%) - at least once a week. Joint discussions and conversations between parents and children include the following topics: watched cartoons, films, plays, entertainment programs (57.7%), read books (43.5%), creativity and art (37%), history of the country, region, family (35.4%), with a frequency of at least once a week. The topics of the news agenda discussed by parents together with their children and significant in introducing them to the cultural and historical heritage are: public holidays, historically significant events of the present and past of our country (46.9%), events in the world of culture and art (24.1%). A quarter of the parents surveyed (25.8%) do not discuss news and events in the life of the country with their children. The results of the study revealed: 88% of respondents recognize the importance of cultural and historical heritage in family education; 43.7% need help in this matter. KEYWORDS Conclusion. The formulated results of the study reveal the problem of insufficient use of the potential of cultural and historical heritage in the practice of family education, expanding the content of parental education and the designed forms of interaction with families with children by different subjects (teaching staff, employees of cultural institutions, representatives of public organizations, etc.).