Educators' expectations and understandings of parental involvement in our nation's schools are often disconnected from the reality of students' home lives. This qualitative study purports that educators often lose opportunities to more fully understand and serve students, particularly when perceptions of parental involvement and home-school-community relationships are not accurate or expansive enough to appreciate the nuances of different cultural, economic, or geographic circumstances. Parent (or caregiver) engagement, as we define it, encapsulates both parent voice and parent presence. Parent voice implies not only that parents have ideas and opinions about their children, but also that educators are receptive to this voice, allowing for an open, multidirectional flow of communication. Similarly, parent presence refers to actions related to the voices of caregivers. Based on a grounded theory model of qualitative research, we used a small, theoretically derived sample of parents involved with a local parent education program to further understand parent engagement, presenting detailed descriptions of conversations and writing done by participants through focus groups and interviews. From these data, new models of parent voice and presence emerged. These models act as precursors to a reconfigured and more comprehensive model of parent engagement. Crucial to the final model is an understanding of parent participation in children's lives that is fluid, robust, and specific to context and culture. The final model presented herein is a combination of parent voice and parent presence, whereby children's well being is central to the interactions. (Contains 3 figures and 3 endnotes.)