Parental involvement in education has been associated with a number of positive outcomes for students. Using a mixed-methods approach, the authors examine how role construction and self-efficacy (psychological motivators), invitations (contextual motivators), and life contexts influence a parent’s decision to become involved within the context of an urban high school serving primarily Latino, African American, and immigrant children. Data collection strategies included parent focus groups, teacher interviews, and parent and teacher surveys (N = 73). Findings highlight the importance of school invitations and considering family culture when engaging parents. The authors also compare involvement strategies and barriers as identified by parents and teachers.