The purpose of this study was to examine a possible relationship between student perceptions of parental involvement and student goal orientation for an ethnically diverse fifth grade elementary population from high-poverty schools. This study was quantitative in nature and employed the Patterns of Adaptive Learning Scales (PALS) to assess the goal orientations of participants, and the Parenting Style Parental Involvement (PSPI) scale to measure student perceptions of parental involvement. PALS quantified mastery, performance-approach, and performance-avoid goal orientations, while the PSPI calculated student perceptions of parental achievement value, interest in schoolwork, and involvement in school functions. One hundred two fifth grade students answered Likert-type surveys regarding their goal orientation, perceived parental involvement, as well as four demographic questions. All data was collected using Qualtrics Survey Software (Qualtrics Labs, Inc., 2012) and was analyzed using the Statistical Package for the Social Sciences. Simple linear regressions revealed that student perceptions of parental involvement significantly predicted both mastery and performance-approach goal orientations, but found no relation to performance-avoid goal orientation. Student perceptions of parental achievement value also predicted performance-approach goal orientation, but was unrelated to both mastery and performance-avoid goal orientations. A one-way analysis of variance (ANOVA) followed by a post hoc Tukey test found a significant difference between the low and high parental involvement groups in mastery goal orientation, with a large effect size and a Kruskal-Wallis test followed by a pos hoc Mann-Whitney showed a significant difference between the high and low, and high and medium, parental involvement groups with a medium and small effect size, respectively. A two-way MANOVA was run to determine if there were interaction effects between gender and high, medium, and low student perceptions of parental involvement groups that resulted in a difference in mastery or approach goal orientations, respectively. Results showed a lack of interaction effects as well as a lack of main effects for gender on mastery and approach goal orientations. The measurement of parental involvement via student perceptions and the assessment of a diverse elementary school population were unique to the current study. Findings indicated that when parents are highly involved in their child's education, their child will orient themselves toward achievement either through a mastery or performance-approach goal orientation. This adds to the research literature that suggests parental involvement is an essential factor influencing student motivation. Further research is needed to assess the relationship between student perceptions of parental involvement and student goal orientation for diverse populations in race, ethnicity, age, and socioeconomic status, and to determine the facilitative nature of performance-approach goal orientation at different developmental levels. It is projected that the findings from this study will assist practitioners in educating teachers and parents as to the importance of student goal orientation and how it is influenced by student perceptions of parental involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]