Survey data from 3,698 teachers in 600 schools in Maryland are used to explore the determinants of teachers' use of parent involvement strategies. Two questions are addressed: (1) How much do elementary school teachers organize their teaching practice to facilitate parent involvement in home learning activities? and (2) Which factors in the teachers' backgrounds, teaching responsibilities, characteristics of their students, characteristics of the parents they work with, and characteristics of school environment are important determinants of their parent involvement teaching strategies? Results suggest that grade level, student racial composition, parental activity at school, teacher graduate training, and school district policies have strong independent effects on teachers' practices of parent involvement. In contrast, parent educational level, although an important influence on teachers' attitudes about parent involvement, is not a strong determinant of teachers' actual practices. Teachers who need parents' assistance or who choose to emphasize family-school cooperation have worked out ways to involve parents from all educational levels. (Authors)