Parental involvement in schools is best considered a partnership between school personnel and parents that promotes the growth of children (Marschall, Shah, & Donato, 2012). Research has shown that parental involvement in schools that have a large minority student body is lower than it is in predominately White, non-Hispanic, middle-class schools, where parents tend to be more actively engaged in school activities (Christianakis, 2011). It has further been demonstrated that poor and minority parents may come to feel isolated, ignored, and unwelcomed in schools. They may also have long work hours, hold multiple jobs, and have other family responsibilities that conflict with school or meeting hours (Christianakis, 2011; Cooper & Christie, 2005). Language barriers and opportunities to learn English may also be among the obstacles to parental involvement, as it is often difficult for immigrant parents and teachers to effectively communicate with one another, both orally and in written form (Delgado-Gaitan, 1990). This article explores models of parental involvement (Hoover-Dempsey model and Epstein model), school personnel involvement, and ideas for enhancing parental involvement (communication, partnerships, and storytelling).