A critical factor in the success of inclusive schools is effective parent involvement in the education of children with special educational needs. This article reports the results of a survey of the practice of parent involvement in inclusive primary schools in a large city in New Zealand. Interviews were conducted with 21 primary school principals using a schedule which focused on eleven aspects of parent involvement. Analysis of data from the interviews identified several common weaknesses in provision for parent involvement in the schools. Implications for improving the practice of parent involvement in inclusive primary schools and for teacher education in parent involvement are discussed.