This qualitative study explores how parents decide to enroll their children in one-way immersion programs and how the decision is made to continue in those programs at the middle/junior high school level. A total of 131 parents responded to a survey with open-ended questions about these two decisions. Analyzed thematically and within a conceptual framework of parental involvement, these answers showed that parents at initial enrollment and during the school transition described themselves with strong role construction and self-efficacy. Enrollment decisions were based on encouraging language and culture learning, while continuation decisions were focused on educational opportunities and allowing the child to decide. (Contains 3 tables and 3 footnotes.)