This article reports the findings of a study on the nature of parent-school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of "choice" and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents--all members of the school's Parents' and Citizens' group--theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: "how parents worked to nurture their children's schooling", "reasons behind parents' involvement with the school", and "communication and use of parental resources by the school". Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents' roles within schools, which at times were at odds with the teachers. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school.