Parental involvement and its various aspects regarding students' education have drawn scholarly attention over the last few decades. Parents from minoritised backgrounds lack opportunities for active participation in their children's education, which, in turn, could prove fruitful for children's academic progress and future social inclusion. The present case study approaches views on parental involvement in Zones of Educational Priority (ZEP) classes, as displayed by Greek language teachers, as well as by a sample of ZEP students' parents, stemming from refugee and migrant backgrounds. It specifically addresses experiences discussed by both parents and teachers in the process of communication across settings, the emerging patterns from both sides, and the strategies considered as most effective for home-school communication by the participants. The current study corroborates previous research on the importance of parental involvement in refugee and migrant education and further advances it through participants' perspectives on solutions. It constitutes an effort to encourage more extensive research and potentially impact the design of educational policies and practices on parental involvement regarding ZEP classes.