Two English as a Second Language (ESL) teachers looked at parent involvement and cultural traits of Hispanics to better incorporate local Hispanic families into their school system. The project took place at Chamberlain Elementary School in Goshen, Indiana, in 1998-99. The school enrolls about 314 students, of whom approximately 94 are from Spanish-dominant homes. Case studies of four ESL students illustrate certain themes: low proficiency in both English and Spanish, rebellion against traditional female roles, use of curanderas (traditional healers), importance of knowing students' family situations, and family support of academic success. A literature review focused on the process of acculturation, Hispanic parent involvement in the education process, and education in Mexico. Project surveys asked parents about their educational experiences, their home activities, and their communications with the school, and asked ESL students to write a paragraph explaining how they were able to succeed in school. The project helped teachers to understand reasons for some discouraging student behaviors and to avoid assumptions regarding parents' English language proficiency. Teachers came to realize that cultural differences affect the ways in which students and parents react to the school system. Teachers were encouraged by the fact that many parents face difficulties, yet still support their children's education. Contains 48 references, the parent survey, and figures. (CDS)