This article investigates parental involvement in Korean two-way immersion (TWI) programs from the social capital theory perspective. This study explores the degree to which parental involvement is affected by parents' demographic features and parent-related variables by analyzing data from 454 parents of students enrolled in seven elementary schools; the majority of parents and students in these schools are from immigrant families with different linguistic and cultural values. The findings reveal two dimensions of parental involvement activities: personal interactions among parents regarding their children's education and parental participation in school. The results of a series of regression analyses indicate that the impact of social capital-related features on parental school engagement is modest. Parental interaction and participation are positively associated with each other; positive school environment is another salient factor in predicting parental involvement. The study's findings provide insights regarding empirical evidence on parental practices in TWI and call for discussions and further research.