The problem with the first-level digital divide in U.S. schools has been well-documented for over thirty years. However, it is not only important to acknowledge that a divide exists, but it is important to understand why it matters, how it affects students and their futures, and what influences contribute to bridging the divide. This study used Clark and Estes' (2008) conceptual framework to identify the knowledge, motivation, and organization gaps related to parents supporting their children on computers at home. Through a study that included a general literature review and the administration of surveys and interviews, influences on parents were analyzed. Parents who participated in this study demonstrated self-efficacy in using computers and saw value in using computers to support students' academic goals. Parents also knew about safety issues related to student online access, and how to access computer literacy support. Recommendations for the organization were provided in this study related to ways in which validated influences could be closed through parent training and feedback. [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.]