Speech therapy homework is a key component of a successful speech therapy program, increasing carryover of learned speech sounds. Poor return rate of homework assigned, with a lack of parental involvement, is a problem. The purpose of this project study was to examine what may increase parental participation in speech therapy homework. Guided by the transactional model of child development, this project study investigated what barriers may limit speech homework follow-through behaviors by families and what suggestions parents may have for speech pathologists to increase family participation. A qualitative case study design was employed via focus group and individual interviews. Data were coded via constant comparative method until themes emerged. Results indicated the primary reason speech homework is completed is because parents encourage their child to complete it. Motivation level and time constraints were reported as the most significant barriers to completion. Parents reported that the homework was a tool they could use to help their child. Parents requested short activities to help increase articulation ability of their child. The project outcome is to educate other speech language pathologists via in-service offerings and to guide their participation in the creation of a homework idea book. Implications for positive social change include increasing communication between parents and speech pathologists, creating research-based homework activities, and decreasing student time out of the regular education classroom. [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.]