The perceptions of X.I.S.D.\u27s teachers and parents are studied to understand why a negative teacher attitude, concerning family involvement, seems to dominate the district. Participants perceived limited parents\u27 support in special school activities, home tutoring, teacher-parent communications, preparing and organizing materials for teachers, and volunteering in committees that require parent representation. Parent participants that were experienced in the schools perceived parent involvement as assisting in the classrooms. Those individuals that perceived limited involvement probably get their attitudes in part from the concerns of administrators about parents\u27 criticism as well as their belief that the district is financially able to provide for all the needs of the district. The district does not support family involvement and does not provide family involvement training for their teachers. However, parent participants and their families enhanced in areas of communication, self-esteem, self-worth, careers, and education, because of their involvement in their children\u27s education. The literature review discusses the national parent involvement goal, benefits, barriers, and parents\u27 and teachers\u27 perceptions of family involvement
