This study investigated the nature of and factors in the involvement of both Spanish-speaking and English-speaking parents in an elementary school specializing in two-way bilingual education. The researcher observed parents and teachers in interaction, reviewed school documents, and interviewed parents, families, and school staff, some in short interviews, informal-conversational interviews, and a selected group received in-depth interviews. It was found that: (1) parents' comfort with the staff and the school was critical in their becoming involved; (2) language played a major role in the nature of involvement, with English the language of structural organizations that involved groups of parents; and (3) parents' view of their role in relationship to the school, their own schooling level, and present economic situation, were major influences on how they were involved at school. Excerpts from parent comments, in English and Spanish, are presented. Conclusions are drawn and include: (1) a context specific framework of viewing home-school continuity can enable educators to more clearly understand opportunities for parent involvement at the school site, and to determine ways to more equitably involve all parents; (2) parents can be enabled to or disabled in demonstrating their school related cultural resources depending on the action of the schools; and (3) a fluid perspective, one that recognizes variation within and between social groups and school contexts, can address the biases and stereotypes that continue to be associated with minority groups of parents and their relationships to schools. Contains 13 references. (MSE)