Teachers' educational methods to procure or enhance parent involvement in their children's learning processes in schools in German-speaking countries are examined in this comparative study. This Austrian replication of a study conducted in the United States (Epstein, 1986) administered questionnaires to 124 first-, third-, and fifth-grade teachers and 1,196 parents of children in grades 1-5. Despite incompleteness of the American survey results, findings indicate that American teachers are more open-minded about and committed to increased parent involvement. Factors include differences in educational histories, political structures, and degrees of teacher influence; the American kindergarten, which stimulates initial parent participation; and educational science and school administration interest in parent involvement in the United States. Although Germanic parents have greater parental rights than their counterparts in the United States, these rights have stressed constitutional rather than educational issues that can be solved through cooperation. Six tables are included. (30 references) (LMI)