As rural people keep migrating to cities in China over the past few decades, tens of millions of children have been left behind by their parents. In this study, I investigated how Chinese migrant parents involve in their left-behind children's education through the theoretical lens of concerted cultivation and the accomplishment of natural growth. I drew on qualitative data from left-behind children, migrant parents and teachers collected at a rural primary school in Sichuan Province. Most migrant parents involved in this study migrated to a less developed area in Tibet. Their voices are a valuable addition to the literature that has so far focused on those going to developed cities. It was found that shadow education is a major channel through which the parents involved in their left-behind children's education. The parents could 1) exercise concerted cultivation and variously use shadow education, 2) hope to meaningfully involve but were constrained by multiple barriers, or 3) exercise natural growth and leave their children to themselves. I interpreted these patterns with a view to China's evolving culture, ideology and social structures. I conclude by discussing sociological implications of these patterns, and theoretical contribution to the literature.