The purpose of this study was to examine principals' perceptions of parental involvement at various levels in terms of their role in facilitation and parent involvement in school processes. The principals in this study (n = 171) were receptive to their roles in facilitation, but not to parental involvement in school processes. Because there are often high levels of engagement of parents in the lower grades, it was assumed that elementary principals would respond to and involve parents more than principals at the higher levels. One interesting and unexpected finding was that it was older principals who had higher role scores and high school principals who had higher role and process scores; not elementary principals. (Contains 3 tables.)