The purposes of this study were to (a) investigate the conceptualization of low-income Mexican immigrant parents about their parental involvement and the family-school connection, (b) identify the influences on low-income Mexican immigrant parents' approach to parent involvement, and (c) identify the ways that Mexican immigrant parents support their children's education. To accomplish these goals, I conducted qualitative research with a sample of English-speaking Mexican immigrant parents of middle school students. The site for this study was Midland Middle School, a large middle school located in a small, densely populated city with a high concentration of Mexican immigrants. The results of this study indicate that the low-income Mexican immigrant parents in this study provide a strong foundation of support for their children's education and that they have a specific conceptualization of parent involvement that diverges from the expectations of school personnel and the parent-involvement policy that is aligned with mainstream parent involvement research. Additionally, there are specific influences on the low-income Mexican parents' approach to involvement in their children's education. These results, although specific to the particular site and participants of the study, provide important empirical data that may contribute to a model for understanding Mexican American parental involvement. Further, this model may be theoretically transferrable to other immigrant populations and English language learning populations. This study illustrates the need for further research on how policy and program implementation is understood by low-income Mexican immigrant parents as well as other disenfranchised populations. [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.]