This study examined parent factors and teacher strategies fostering parent involvement and efficacy in a Canadian preschool intervention program in the Toronto area. Both English-as-a-second-language and English-speaking parent groups participated in school-based Parenting and Readiness Center programs with their 4-year-olds. Findings suggested that parents who perceived themselves as more effective were more involved in their children's education. Teacher strategies were a key feature in facilitating parent involvement and parental self-efficacy. (Author/KB)