Despite many years and multiple plans by education policymakers and school administrators in the U.S. to achieve educational equity, there is still a wide disparity in the postsecondary education (PSE) rate between non-native English speakers and native English speakers. The current study investigated the extent to which parental involvement factors predict the likelihood of non-native English speakers' PSE enrollment after controlling for socioeconomic status and linguistic factors. To examine the differences in the effects of parental involvement factors on non-native English speakers' PSE enrollment rate, the nationally representative Education Longitudinal Study of 2002 (ELS:2002) dataset and a binary logistic regression model were used. The results of this study provide evidence in support of a conceptual model for parental involvement factors in PSE enrollment and indicated that parent-student involvement (i.e., parents advise students' school work, such as discussing school courses, grades, preparation for ACT/SAT, and other issues about PSE) is the strongest predictor, followed by parent-student involvement regarding non-native English speakers' behavioral problems, as well as home language literacy use. A home language environment factor also suggests that students' native language development can assist and support their second language (L2, i.e., English) learning and development. Implications and recommendations for policymakers, educators, and parents are discussed.