A wide range of research has been conducted regarding reasons for the achievement gap between low income students and higher income students, but there is limited research regarding parental perspectives, and particularly fewer studies of parental perceptions of low-income, rural elementary school parents. This study examined the extent to which an income-related achievement gap existed at a particular rural school and explored low-income parent perceptions of the achievement gap and factors contributing to it. This was a mixed-method, primarily qualitative study. Quantitative data was collected from a group of sixty-two free and reduced lunch students and a comparison sample of higher income students which included academic, attendance, and discipline reports. Findings indicated a gap does exist at the school. Qualitative data included interviews of six parents of low-income students and delved into topics regarding how participants perceive various factors affect the performance of their children. Four themes emerged: parental involvement and capacity, access to resources, the role of the schools and limits, and American societal and governmental systems. Implications suggest that this particular rural school and others with similar demographics would benefit from specific strategies to assist in understanding cultural differences to improve instruction and, ultimately, avenues to include parents by exploring current practices that may be unintentionally discriminating.