This study used semi-structured interviews to examine 18 primary education preservice teachers' views on working with Mongolian parents across diverse family patterns, including: preservice teachers' understanding of parental involvement; parental involvement practices learned; their awareness of diverse family patterns; and the preservice teachers' feelings about their preparedness for working with parents from diverse family patterns. The preservice teachers themselves were also from diverse backgrounds including herders, single-parent, and low-income families. The findings suggest that the preservice teachers learned about parental involvement during their student teaching practice by observing classroom teachers carrying out parent-teacher meetings and by conducting their own activities. However, the preservice teachers realized that the importance given to parental involvement by classroom teachers and schools differed considerably in terms of both quantity and quality. All prospective teachers reported difficulty in having the attendance of every parent at parent-teacher meetings, and they recognized parental involvement in herder families and migrant worker-parents to be a significant challenge. The prospective teachers suggested some strategies and ideas to improve parental involvement practice and teacher education programs.