Immigrant parents' involvement in schools is often situated in literature within a framework of barriers and challenges that presumes deficit. "What if we describe (immigrant) parents through a framework of agency and knowledge? What would support from school and teachers look like, if they see parents in an agentic role? What would it mean for teachers and schools to learn (about their students) from parents?" These inquiries stem from personal stories of parenting in the United States as a migrant scholar and seek to situate (immigrant) parents' involvement within a framework of advocacy and agency.