This qualitative study explored parent perceptions of parental involvement in mathematics learning. The study was conducted in a rural area of South Carolina. Face-to-face interviews, online interviews, and review of documents were the sources of data for this inquiry. Findings revealed that parents admitted to a lack of involvement as long as their child met grade expectations. A number of parents suggested that their role was to assist, facilitate, and supplement the teacher's delivery of mathematics instruction in the classroom. In addition, parents viewed the teacher's role in the same manner, but just within a different environment. Furthermore, parents notably emphasized that reading comprehension was the foundation of other academic subjects. Research recommendations include a continued investigation in other rural school districts in other states, a comparative study of parental involvement in mathematics learning in urban and rural middle schools, a relative study of parental involvement in mathematics learning in elementary and middle schools, and a study that compares parental involvement in mathematics learning at the middle school level and the high school level. [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.]