Much evidence has suggested that parents and educators often have very different perceptions about the reasons for low student performance, the appropriate role for parents in the school, and the role of the principal (Abrams and Gibbs, 2000). Conflicting opinions about the parent role in the school often creates misunderstanding and frustration. With the goal of increased student achievement in mind, the context of Joyce Epstein's (1995) six Typologies of Parental Involvement is the theoretical framework on which the inquiry is based. The investigation of the perceptions of parents and educators occurred at multiple middle school sites. Middle school was the focus of this inquiry because, not only are middle school students in transition physically, the emotional transition can be felt also on the parent or guardian, and can influence parental involvement and engagement. The qualitative case study inquiry examined (1) socio-economic conditions and parental activities (2) Parental thoughts and student achievements (3) teachers' perceptions of socio-economic factors of parent (4) school administrators' perceptions of socio-economic factors of the parent. Findings indicate various discrepancies in perceptions. The following appendixes are included: (1) Parental Involvement Survey for Principals; (2) Parental Involvement Survey for Parents; (3) Parental Involvement Survey for Teachers; (4) Interview Protocol for Parent and Teacher Respondent; and (5) Principal Interview Questions Guide. (Contains 5 tables and 1 figure.)