Parent involvement literature rarely considers students' perspectives. Based on individual interviews with 14 diverse Grade 10-12 students from a rural secondary school in northern Alberta, Canada, this qualitative case study documents students' perspectives on the appropriate role for parents in school improvement targeting academic achievement. Using interpretive policy analysis, the data suggest that students aligned with provincial policy definitions of school improvement as measurable outcomes, but they denied parents a strong role regarding their achievement. These students expected "support," typologized as social support, curriculum support, support through intervention, and support through awareness of school-related issues. Academic standing seemed an influential factor. (Contains 1 table.)