Parental involvement plays an important role in the academic success of children. Schools in new gateway states where there has not been a longstanding tradition of immigration often lack the cultural knowledge and linguistic resources necessary to serve immigrant youth and their families effectively. By examining the experiences of Mexican parents with Mexican schools and contrasting them to their experiences with U.S. schools in a new gateway state, the author provides insights into some of the challenges of eliciting the involvement of Mexican parents in a way schools deem appropriate. The constraint of English proficiency as a prerequisite for engaged parental involvement in U.S. schools is highlighted throughout the author's findings. Suggestions for school practices and teacher training that would promote Mexican parents' involvement are provided.