The immigrant population is increasing steadily every year in Canada and in Quebec, in particular. The immigrant population is made up largely of families, most of whom have school-age children. However, we have little information on the practices these parents adopt when they become involved in their children's schooling. In this study, 28 parents from three groups (Latin American, Maghrebi/Northwest African, and Central African) took part in semistructured interviews designed to uncover their perspectives of family-school collaboration. The practices identified were analysed using Epstein's (2001) framework of six types of involvement. The results showed that the parent involvement practices were interdependent and that the intentions underlying the practices could vary from one parent to another. We were also able to identify individual and environmental factors that influenced these practices.