This research was designed as a qualitative study as it sought to address Puerto Rican bilingual professional parents' perceptions of their children's school experiences based in North Carolina. In this study, 6 Puerto Rican bilingual professional parents who live in the North Carolina Research Triangle Park (RTP) area were interviewed about their perceptions regarding their expectations, motivations, and practices in support of their children's education and their perceptions of their children's school. Parents interviews, and school archival documents were examined to analyze the data within the conceptual framework of resiliency theory. The research questions in this study are: (1) What are the experiences of Puerto Rican bilingual professional parents with parental involvement in North Carolina public schools? (2) What are the expectations, motivations, and practices they employ to support their children's education? (3) What are their perceptions of their children's public school? In addition, the following two sub-questions will be explored: (4) How or to what degree do Puerto Rican bilingual professional parents feel that their children are nurtured and supported in the public schools? (5) To what degree are Puerto Rican bilingual professional parents satisfied with the education their children are receiving in the public schools? The analysis of the collected research data offers emerging themes from parent perceptions, implications for practice, and recommendations from which educators may improve for practice. Major themes emerging in data analysis include: providing staff development, offering administrative staff support, providing motivational role models and mentors for all Latino students and for educators to actively include Latino parents in the educational discourse, particularly with regard to those Latino parents whose children are experiencing success academically. Additionally, themes related to the need of school leaders needing to provide teachers with professional development to combat existing negative stereotypes and myths about Latino families in the United States. In particular, teachers need to be made more aware of the often-significant differences within Latino cultural groups and how these differences manifest themselves in how Latino students, parents, and families interact with the school system. The conclusion reached through data analysis is that in this study, Puerto Rican bilingual professional parents who were interviewed for this study viewed their role in parental involvement as one of being aware of their children's needs, providing the necessary support to the specific needs of their children, and providing an environment that was conducive to learning so that their children could succeed academically. [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.]