The author experimented with a different type of parent involvement that turned out to be surprisingly positive and constructive by changing how parents, teachers, and the principal interact with one another. The initiative, a math parent volunteer program, followed a parent survey that highlighted the need for differentiated instruction in the school's math program and teacher input that underscored the need to accommodate students at either end of the ability spectrum in a system-wide math program review. In this article, the author describes how teachers and parents successfully worked together in this program, whose purpose was to train parents to provide additional help for students who needed reinforcement of math skills and concepts, or to challenge those who had mastered the curriculum.