The purpose of this qualitative descriptive study was to describe the role parents play and the support they need to better help their child with Common Core math homework, using a sample of parents from Arizona K-8 schools. Epstein's model of parental involvement provided the conceptual framework for this study, with a specific focus on the help with homework and communication elements. Of the 50 participants who learned old math, 76% indicated at least some challenges with new math, aligning with literature expectations. The PIQ instrument was used to self-identify roles parents played in helping their child with math homework (RQ1). Ten of the parents also participated in the interview phase describing the support they needed to better help their child with math homework (RQ2). Because the PIQ uses summative scores with unequal question counts, percent of maximum scores were used to determine role rank. Parents saw their primary role as a motivator (70.5%), followed by math content advisor (70.0%), resource provider (69.5%), math learning counselor (68.0%), and a monitor (58.3%). Thematic analysis from the interview was used to identify the support parents felt they needed when helping with homework. Four themes emerged, using total number of codes related to each to rank the themes in order of importance. Theme 1, with 262 codes, was the need for a variety of easily accessible resources. Theme 2, with 233 codes, was the need for effective forms of communication. Theme 3, with 193 codes, was the importance of support mirroring classroom instruction. Theme 4, with 122 codes, was the need for digital support. [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.]