Embedding everyday mathematics in home learning is considered by educationalists as one of the best mediators for learning. There is also evidence that everyday mathematics, such as cooking or the use of board games, is not used as a resource for learning by all parents. This paper examines how teachers make sense of embedded everyday mathematics at home in relation to parents’ practices. The theoretical concepts of Boundary Crossing and Implicit/Explicit practice will form the basis for this paper. Data comes from interviews with eight teachers who work in culturally diverse school settings. The analysis focuses on teachers’ narratives about the complexities of shared boundary crossing and home constraints which make everyday mathematics learning problematic