This dissertation presents a research study of the perceived level of parent involvement in primarily Hispanic secondary schools within Chicago Public Schools (CPS) with relationship to the type of leadership practices self-identified by that school's principal. Data was collected via a questionnaire which was administered to parents of secondary English Language Learner (ELL) students. Another questionnaire was administered to the school principals in 16 high schools in the Chicago Public School System. The research question of interest for this study was: "What is the relationship between the self-reported leadership practices of the school principal and the ESL parent's perceived school opportunities for bilingual parent involvement?" The dependent variable used was questionnaire results from the parents, and the independent variable was the self-reported grouping of leadership style of the principals. There were 90 participants ultimately involved in this study: 75 parents and 15 principals (one principal survey was excluded as he decided not to allow the surveys to be administered to his school's parents). The context of this study is Hispanic populated schools in the Chicago Public School system. This is of particular value because the Hispanic student population is one of the greatest increasing groups in Chicago, in addition to the fact that it is also the group with the largest drop-out rate. Based on the results from both the one-way ANOVA test (p less than 0.05) and the post-hoc Tukey's test, the parents' responses significantly differed between schools with different self-reported leadership styles in the area of "meetings." [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.]