The purpose for this dissertation was to gain a better understanding of the educational involvement experiences of lower socioeconomic parents within Title I elementary schools. This study investigated the attitudes, beliefs, and perspective of Title I parents. It also analyzed an investigation into the barriers and motivations of parents. It used Bronfenbrenner's ecological systems theory and self-determination theory as the theoretical framework for the study. To determine the experience of Title I parents, this research completed semi-structured interviews. The population of interest was lower socioeconomic parents of Title I elementary school children within a specific district. This study collected data from ten parents and analyzed it using a generic qualitative inquiry. The data revealed themes that led to a synthesis and overall description of the experiences of parents. The investigation revealed that parents wanted to be involved but struggled with certain barriers. The factors that motivated parents to make the efforts to be engaged were also revealed. Overall, this investigation uncovered practical implications that can be used by educators and others within the field of educational psychology to increase parental participation within the lower socioeconomic class in Title I elementary schools. This investigation also led to several recommendations for future research in the area of parental involvement in education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]