This exploratory study examined the involvement of Chinese immigrant parents in children's elementary and secondary education. Participants were 29 low-income, urban parents of public school children working primarily in the hospitality sector. Parents were interviewed about their academic expectations, knowledge of school performance, parent involvement, and barriers to involvement. Participants reported high academic expectations but only half had knowledge of their children's school performance. Approximately 35% attended parent-teacher conferences, 14% helped with homework, and 10% volunteered at school. No parents participated in school decision making or community collaborations. Limited English and demanding work schedules were major barriers to involvement. Recommendations for educators are presented. (Contains 2 tables)