Whereas the focus of most parental involvement research has been on examining its effects on student outcomes, the goal of our study was to explore the determinants of parental involvement. Drawing on a nationally representative dataset of families with a student in high school, we investigated a hypothesized model in which positive associations between school factors (i.e., welcoming environment, informative communication, parental satisfaction with school) and levels of parental involvement in their adolescents' education are mediated by parents' construction of their role. We found that parents reportedly became involved in their children's education in response to inclusive school practices and also to compensate for perceived deficits in student experiences at school. Economically disadvantaged parents who were dissatisfied with the school were particularly likely to become involved. We also found support for a direct relationship between school factors and parental involvement, as well as an indirect path via parents' perceptions of their role in promoting their involvement. Implications for promoting parental involvement during adolescence are discussed.