K-12 schools with large immigrant populations face a myriad of challenges, including low academic achievement and high dropout rates of Latino students. Parental involvement is a practical strategy in positively influencing student outcomes along the K-12 continuum. To this end, it is essential that immigrant impacted schools work together with parents in improving student achievement. The study adds to the existing research on Latino immigrant parents and their involvement with their children's education. Specifically, the study examined and described the key characteristics of the parent involvement practices at two elementary schools serving predominantly low-income, immigrant populations through a comparative case study research methodology. The comparative case study approach was selected so that the researcher could examine the nuanced similarities and differences between two schools: a school that exhibits "best practices" in working with Latino immigrant parents, and a school that has conventional parent involvement practices. Socio-cultural theory is utilized to frame how school practitioners and parents work together to facilitate student achievement. Two sets of questions and sub-questions guide this study: (1) What is the range and nature of activity settings at each school where parent participation takes place? (1a) What are the similarities and differences in the range and nature of activity settings of the exemplary parent program in comparison to the regular parent program? (2) How do the cultural models of parent participation between school staff members and parents differ at each school? (2a) What are the similarities and differences in the cultural models of parent participation [between school staff members and parents] of the exemplary parent program in comparison to the regular parent program? This qualitative study utilized in-depth interviews with parents, teachers, and administrators, and observations as the data sources. Data yielded from the interviews and observations of school-based events were analyzed to identify each of the program's main components that constitute successful Latino parent participation. The main findings of the study identified meaningful strategies in engaging Latino parents in school and home-based activities and, therefore, pose important implications for educators and parents. [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.]