The purpose of this study is a qualitative comparison of Israeli and U.S. teachers' views and attitudes toward parents' involvement in school. Fifty-six elementary school and secondary school teachers in Israel and in the state of Maryland, USA were asked to define parents' involvement, their feelings towards it, and its challenges and strengths. The findings indicate that teachers in both countries mainly define parents' involvement through voluntarism, seem to be in favour of parents' involvement, and tend to be empowered by it. However, ambivalence was expressed more among the Israeli teachers, who mentioned more reservations, tensions, and challenges. Implications of the findings are discussed. (Contains 2 tables.)