The purpose of this study was to determine if there was a significant difference in parental involvement in a high performing elementary school and a low performing elementary school based on Epstein's Six Types of Involvement. The extent of parental involvement was identified by using The School and Family Partnership Survey Questionnaire for teachers developed by Epstein and Salinas (1993). Third grade reading scores from the Criterion Referenced Competency Test (CRCT) measured student achievement (Georgia Department of Education, 2008). Questionnaire data were collected from 88 elementary school teachers selected from the same school district located in East-Central Georgia. Elementary School A had 401 students (Grades preschool through Grade 5) and 32 teachers. Elementary School B had 844 students (Grades 3-5) and 56 teachers. Data gathered were computer processed using Statistical Package for the Social Sciences (SPSS), Version 11. The methods used to analyze the data and answer the research questions were frequency distribution, descriptive statistics and t-test. The findings indicated that there was a significant difference in parental involvement between a high performing elementary school and a low performing elementary school based on Epstein's Type 1, Parenting (p = 0.013); Type 2, Communicating (p = 0.001); and Type 6, Collaborating (p = 0.040). [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.]