This study describes the different parental involvement strategies of Filipino mothers in relation to their children\u27s public elementary education in Oita Prefecture, Japan. Data of this paper were obtained from the in-depth interviews of eight purposively and conveniently selected Filipino mothers. This is an offshoot of the author\u27s dissertation on the educational outcomes and experiences of children ( aged 10-12 years old) of Japanese-Filipino marriages. All eight Filipino mothers reported diverse ways in which they have participated in their children\u27s elementary education. Involvement of Filipino mothers in their children\u27s education were both direct (e.g., monitoring child\u27s homework; attending school activities; helping child accomplish homework) and indirect (e.g., providing nourishment to children; preparing lunch box). As reported by the Filipino mothers, the challenges they have encountered in their participation include (a) feeling of discomfort in attending PTA meetings, (b) issue of efficacy, (c) time constraints, and (d) language issues
