The "Theory of Planned Behavior" provided a specific theoretical framework to evaluate the impact of attitudes, norms, and controls on parental involvement in a local school district. The "new knowledge" that resulted from the measurement of these constructs affirmed that regardless of the perceived level of parental involvement, virtually all parents believed that engagement in their child's education was important (attitudes). Parents also shared a variety of "good intentions" in wanting to participate in a range of scheduled school activities. In addition, the same obstacles (or "controls") to these "good intentions" were shared between parents deemed "involved" and parents deemed "not involved." There was a significance difference in norms, however. Parents perceived as "not involved" were more likely to note that friends and neighbors were not actively involved--and that a majority of parents were unable or unlikely to be actively involved. This provides a rationale for a norm-based initiative that might increase parental involvement. (Contains 1 figure.)