This article examines parent engagement in a Los Angeles portfolio district reform. Based on data from a 3-year study, we use the lens of democratic theory to examine the design and implementation of mechanisms seeking parent input in the selection of plans to operate low-performing and new schools. We find that despite significant efforts to move toward a more deliberative model over time, the process remained primarily interest-based in most cases, due in large part to structural constraints, limited access to information, and mistrust. The article concludes with implications for policy, practice, and research.