The purpose of this article is to provide insights into parent-child engagement in mathematics homework of senior school children. A mixed-methods approach was employed in the study, utilising survey questionnaires and semi-structured interviews of eight parent-child dyads from three secondary schools in Melbourne. Data collection and analysis were guided by a conceptual framework developed using the findings in relevant literature. Results indicated that children are differentially responsive to parental roles in homework and excessive involvement is not always helpful.