This research seeks to contextualise parental involvement in Jamaica based on data collected at the Grade One level from parents, teachers and principals. A sequential explanatory mixed methods design was employed in conducting the study in 10 primary schools. A total of 248 parents, 26 teachers and 5 principals were sampled. The findings suggest that parental empowerment and their efficacy beliefs are important features in determining their level of involvement. The invitation to be involved and how the invitation is made are critical to parents wanting to be involved. Personal, educational, social and school-related barriers impact their involvement. The findings reinforce the tripartite relationships between the family, school and children in improving parental involvement.