This study focused on a suburban elementary school experiencing significant growth in its Hispanic population over the last decade. Hispanic student achievement in mathematics as measured by state tests lagged behind that of European American students in the school. The literature revealed a positive relationship between parent involvement in education and student performance, but little was known about why Hispanic parents' involvement was limited. The purpose of this instrumental case study was to elicit Hispanic parents' perspectives on the quality of the school's involvement opportunities and support systems, and to solicit suggestions for new academic and engagement programs beneficial to the school's Hispanic families. The study was framed by Vygotsky's zone of proximal development, Moll's funds of knowledge, and Piaget's cognitive development theories. Data from a focus group, a questionnaire, and fieldnotes were coded and analyzed, resulting in the emergence of four themes: achievement, culture, communication, and participation. Hispanic parents were divided in their satisfaction with current programs; all agreed that additional opportunities tailored to their needs were desired. Parents stipulated that new programs should embrace cultural differences and promote student achievement. Recommendations include the creation of a program that provides Hispanic families with unique ways to build cultural and academic partnerships. The implications for positive social change include enabling Hispanic parents to engage effectively with the school and increasing their ability to support their children academically; both can result in higher achievement in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]