<p>This study explores the mother–child relationship through the framework of object relations theory, with particular emphasis on Winnicott’s perspective. Data were gathered through narrative interviews with mothers of preschool and early school-aged children, focusing on their mental representations of the child, their expectations, challenges related to separation, and experiences of school adjustment. The analysis, conducted using the ATLAS.ti qualitative software, revealed a distinction—expressed by the mothers—between the child’s “real” self and “ideal” self. This distinction brought to light patterns of projection, transference, and countertransference within maternal functioning. Within this framework, the mother’s role as a “good enough mother” supports the emergence of the child’s authentic self. Conversely, her unprocessed desires and unconscious expectations may contribute to the formation of a false self. The findings also indicate that the mother–child relationship extends beyond the home and into the school environment, where the child transfers to the teacher the emotional responses and relational patterns formed with the mother. Consequently, the intersection between family and school acquires clinical significance: when the school functions as a “good enough environment,” it can foster the child’s psycho-emotional growth.</p>