The purpose of the current investigation was to examine the relationships among a range of specific barriers and facilitators of parent involvement and a variety of types of school involvement within a diverse group of immigrant parents of English Learners (ELs) in four elementary school districts. In-home types of educational involvement such as monitoring homework and asking children about their school day were the most commonly reported behaviors, and utilizing community resources was found to be the least common type of parental involvement. Involvement type was predicted by parental demographic factors such as comfort with English language, educational background, and ethnicity, as well as perceptions of barriers and overall school climate. The findings of this study have implications for the design and implementation of interventions (e.g., parent programs, school policy changes) aimed at increasing the parental involvement of EL children. (Contains 3 tables.)