This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children's academic success. We draw upon Epstein et al.'s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children's schooling and the challenges they encounter when they try to be involved. Semistructured interviews, which were analyzed using thematic coding, were conducted with mothers whose children were enrolled in Grades K--12. Results indicate a high participation rate among Zimbabwean immigrant mothers in their children's education. Participants shared their understanding of parental involvement in the United States after being involved in their children's education. Our implications call for action by teachers, school administration, and educational stakeholders to develop a better understanding of immigrant children's cultural backgrounds to help them succeed in the classroom.