Parents face varying degrees of difficulty with getting involved in their children's schools. Using data from a study of parent members of a community organization and structuration theory, I examined how and why parents encountered resistance to their attempts to be more involved and to advocate for their children. This work can broaden our conception of barriers to parental involvement and serve as an alert to parent advocates, parents of children of color, and parents of children in special education, as they tend to experience the most challenges. I hope that it will also inspire educators to reconsider their actions within this system and be more courageous in their own advocacy for children.