This paper presents findings from the 1999 Survey of California Teacher Education, with follow-up telephone interviews in 2000. The four-item survey examined the extent to which 53 California teacher training institutions included courses, activities, and modules relating to three areas of focus identified in state documents: (1) developing beginning teacher communication skills to dialogue with families; (2) providing ways to involve parents in learning activities with their children at home; and (3) finding ways to connect home culture to learning at school. The follow-up telephone interviews asked teacher educators how they incorporated parent involvement in their courses. Results indicate that universities which offered basic teacher credentials incorporated parent involvement issues within existing courses. Universities primarily focused on parent involvement issues and activities within courses dealing with language arts/reading, cultural diversity, and teaching English as a Second Language. The universities highlighted the importance of parent involvement through activities related to parent conferencing, interviews, and conflict resolution. Most teacher education programs did not use computer technology to connect with parents. Teachers tended to acquire parent involvement concepts and skills using case studies. An appendix includes the survey. (SM)