This article explores linkages between adult educator practices and the parent involvement needs of adult students with school-age children. A comparative case study examined the knowledge, experiential, self-efficacy, and social capital dimensions of adult educator practices that inform parent involvement efforts. One English as a Second Language (ESOL) program and one Adult Basic Education (ABE)/General Educational Development (GED) program served as the cases. Data sources include observations, semi-structured interviews with instructors and program leaders, and program and school district documents. Both explicit and implicit connections between adult education and parent involvement are identified. The degree to which these connections are recognized and encouraged is determined by the program emphasis, characteristics of the student population served, and the adult educator. Individual educator's understanding and efforts to make connections are framed by how each defines his or her role, language, social networks, and prior experiences with K-12 schools.