Researchers and policy makers have established that family involvement is related to student academic performance. Family participation at a school in a southern state in the United States was declining after the third grade level, and educators at the school needed more information to address this problem. Self-efficacy and ecological theories of Comer, Bronfenbrenner, and Bandura informed this study. Research questions explored the perspectives of families regarding family involvement at the school and the recommendations the participants had related to enhancing family involvement. Data were collected from 13 parents/families using an open-ended questionnaire. Purposeful sampling was used to identify parents who noted a lack of involvement on the questionnaire, and 5 of those agreed to be interviewed individually. Data from both questionnaires and interviews were analyzed using typological and inductive analyses supported by a combination of a priori and coding. Findings revealed participants knew the value of involvement in their children's lives and were constrained by transportation, time, and communication. The need for fostering genuine relationships between parents, administrators, and staff was highlighted. Recommendations included scheduling events around parents' work schedules and keeping parents informed of school events and policies. Implications for positive social change would be to create solid partnerships and establish outreach programs with schools and communities in order to keep families involved. [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.]