The present exploratory study examined the involvement of 77 Mexican-origin fathers in their school-age (grades 4-6) child's education. Fathers were classified into one of three groups based on their linguistic acculturation status. The three groups were predominantly English-speakers (n = 25), English/Spanish-speakers (n = 27), and predominantly Spanish-speakers (n = 25). Five analyses of covariances (ANCOVAs) were conducted using the following father involvement dimensions as outcomes: Perceptions of School, Positive Contacts with Teachers, Attitudes Toward Parental Responsibility, School Involvement (e.g., participation in school activities and events), and Home Involvement (e.g., helping with homework, developing an environment conducive to education). Family socioeconomic status was included as a covariate in all five ANCOVAs. Results indicated that Spanish-speaking fathers reported more negative perceptions of their child's school, less positive contacts with their child's teachers, and were less involved in their child's school than either English/Spanish-speaking or English-speaking fathers. No group differences existed on the other two father involvement indices. Interpretations of the study's results and research implications are presented. (Contains 3 tables.)