This article reports a study of parental motivation, attitudes, support, and commitment for the second year of the two-way immersion (TWI) program at an elementary school in San Bernardino, California. Findings include the unique aspects of border communities; similarities and differences between Spanish-language and English-language participants; factors that influence attrition rates; details of how TWI parents support their children; as well as the identification of parental insistence on "core-enrichment," the development of strong academic skills, and adherence to content standards in both languages. Research data will assist teachers and administrators in gaining and maintaining parental support for TWI programs.