The research reported here forms part of a UK study that investigated the impact of interpersonal interaction on teaching and learning outcomes, in the context of learning a musical instrument. This article presents the findings relating to parents, exploring how parental involvement, self-efficacy and personal satisfaction were influenced by parent-pupil and parent-teacher interactions. Systems theory provided a framework whereby interaction was interpreted as a product of a communicative system. Interpersonal dynamics were conceptualized as control and responsiveness, and treated as possible predictors of involvement, self-efficacy and personal satisfaction. Personal satisfaction of parents was found to be the outcome most vulnerable to interpersonal factors. Perceived teacher leadership and parental ambition (underlying dimensions of the control scale), together with reciprocity (underlying dimension of the responsiveness scale) had the greatest positive effects. This article points to the potential for parents and teachers to reframe their modes of relating within learning partnerships, thus (according to systems theory) effecting change in communication patterns and potentially fostering enhanced outcomes for all. (Contains 3 figures and 1 note.)