Asian American parents' involvement practices challenge the traditional definition of parent involvement (participation in school activities). In this paper, I argue that research and practices focusing only on this narrow definition of parent involvement may not be culturally sensitive approaches to supporting the home-school connection. The existing literature addressing Asian American parent involvement suggests that indirect practices at home, such as structuring the child's time, are more common among Asian American parents and more consistent with Asian cultural values. I analyze how this type of involvement during the early school years may be particularly helpful in facilitating continuity during children's transition to first grade. (Contains 2 endnotes.)