Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with participants' knowledge gains. A statistically significant correlation was found between one aspect of the multicultural teaching concerns of preservice teachers and gains in knowledge about one dimension of parent involvement (p less than 0.05). Findings support use of the curriculum to instruct preservice teachers about parent involvement practices. However, the curriculum might be adjusted to better address multicultural teaching concerns of preservice teachers. (Contains 3 tables.)