This study explored the roles that two parents played in their daughter's English education during the initial period after moving to the United States. For English language learners (ELLS) with limited first language schooling in the home country, it usually takes several years to demonstrate cognitive academic language proficiency. For ELL students to achieve educationally, they need to reduce that time barrier. Parents' active involvement is essential to ELL children's success. In this study, the two researchers were the parents of the child being studied. Through their personal observations, information from their daughter's classroom assignments, their own and their daughter's journals, and cassette tapes of their daughter's conversations with native speakers in different settings, the researchers, as participant observers, approached the topic of parents' involvement in three areas: English listening and speaking development, English reading development, and English writing development. Over 14 months, the researchers applied what they had learned in the TESOL classroom to their daughter's English skills development at home. Results suggest that parental involvement might be critical to ELL students' English education. (Contains 70 references.) (SM)