Parental involvement has been illustrated as an important role in students' education and academic achievement in general. But it has been recognized as an intense role for parents of students who have been diagnosed with learning disabilities. This involvement appears to decrease as the child's age increases. Previous studies provided evidence of highly frustrating experiences parents encounter when it comes to educating their children at the higher age and providing the needed support at home. Parents may not believe they have the capability to help their children with homework, thus; parenting self-efficacy may be a key factor in this regression. Parent involvement in a child's education is consistently found to be associated with parenting self-efficacy. However, there has been little investigation of the mechanisms that explain this association. This present study examines the relationship between parental self-efficacy and their involvement in the education of their middle and secondary aged child with learning disabilities. An explanatory sequential design was used in this study. Data collection involved collecting quantitative data with a survey questionnaire followed by qualitative data through semi-structured interview questions. Forty-eight parents of middle and high school students are surveyed, and five parents are interviewed. The survey data was analyzed by the descriptive statistics, and the interviews data were analyzed by coding and finding the primary themes. The quantitative results indicated that parental involvement at home was positively associated with parenting self-efficacy. Also results showed that parents provided extreme support to their children's homework at home and agreed it was their responsibility to monitor their children's learning in school whether they were experiencing difficulties or not. The qualitative results found six different themes that keep parents involved and advocated for their children education. Themes included parental strain, parenting trust in school, home enrichment environment, parent-teacher communication, school accommodation, and teens resisting parents help. Further studies are needed from the middle and high school students' perceptions on their parent involvement that may fill the gap in the literature. [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.]