The purpose of this study was to examine student perception of parental involvement. Parental involvement has been a key factor in academic performance and student success. Parenting, communicating, volunteering, learning at home, decision making and collaborating with the community are all components of parental involvement and interaction. Giving consideration to these parental involvement categories, parents are presented with various opportunities to support the students' educational experience. Students' perceptions of parental involvement included the demandingness and receptivity, educational values, teaching style of control of response, and school climate and culture of the supportive social environment at home and school. In this study, students submitted one-time surveys surrounding student characteristics such as grade, age, gender, ethnicity, family history, educational background, and parental involvement in science education. The responses to the surveys were based on perception of the students by topic. This is a quantitative study conducted in a rural school district in Mississippi with three schools. The sample was collected from approximately 600 elementary students in grades Prekindergarten to fifth grade, 400 middle school students in grades sixth through eighth, and 400 high school students in grades ninth through twelfth. The results support the notion that students' perception of parental involvement varies among division, race, and gender. Elementary students felt that parents had the highest level of interaction and involvement. This notion insists the need to push parental involvement efforts and training for middle and high school division. [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.]