This study examined superintendents' or designees' perceptions in light of NCLB (2002) and to understand parental involvement through the lens of Epstein's Framework of Parent Involvement (1992, 1995, 2002). The central problem was that despite parental involvement legislation, implementation and effectiveness of policies, and programs varies among school districts. A secondary problem was the lack of agreement when defining parental involvement. Parental involvement was defined in NCLB (2002), but superintendents questioned the types of involvement and the development of parental involvement policies, programs, and practices that met NCLB (2002) mandates. A sequential transformative mixed methods study investigated these problems, using superintendents' or designees' perceptions from 167 surveys, document analysis, and three interviews. Quantitative questions examined if Epstein's Framework (1992, 1995, 2002) and NCLB (2002) guidelines were used in district parental involvement policies and programs. Qualitative questions examined NCLB's (2002) influence and development of parental involvement policies, practices, and programs in rural, urban, and suburban districts. Mixed methods questions involved implementation challenges of parental involvement policies and integration of the quantitative and qualitative findings. Findings suggested that superintendents or designees perceived that Epstein's Framework (1992, 1995, 2002) and NCLB (2002) guidelines were used in most responding suburban and urban districts while rural districts indicated more limited results. Further qualitative investigation found suburban and urban superintendents facing challenges in understanding the types of involvement and complying with NCLB (2002) guidelines, but parental involvement policies and programs existed. After examining Title I documents and interview notes, it was evident that the rural superintendent did not have a clear understanding of parental involvement and had limited compliance with NCLB (2002) guidelines. Five themes emerged from the interviews and documents: compliance, communication, parent volunteers, parent resources, and decision-making. All themes were present in urban and suburban districts, but limited in the rural district. The findings provide implications for legislators, Title I directors, school boards, superintendents, educators, and parents. Stakeholders in all school districts must support, understand, and implement parental involvement mandates. Legislators must increase district funding for parental involvement. Departments of education should develop and monitor district policies that measure components of parental involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]