Students benefit greatly form strong partnerships among parents, schools, and communities (Epstein, 2008). Epstein (1995, 2008) categorized parental involvement into six types: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. However, the schools have not established the opportunities for all the categorizes for parents to be involved. The purpose of this qualitative phenomenological study is to better understand the source of the barriers to parental involvement through the lived experiences of parents, teachers, and administrators in two high schools in the southern region of the United States. The research questions that guided the study addressed parents, teachers, and administrators views of parental involvement, barriers to the participation, and strategies that would support parental involvement in two high schools 9th-12th. Through interviews and focus groups comprised of parents, teachers, and administrators within different socioeconomic status. The participants voiced their concerns regarding parental involvement and opportunities for involvement within the schools. The findings of this study revealed six themes: The Importance of Communication, Volunteer Opportunities, Parents Impact on Student Achievement, Consistency from all Parties Involved, Making School a Priority, and Parents Role in the School. Schools should provide ample opportunities of involvement within the school with effective communication. Having a variety of consistent opportunities for parents to volunteer and create behaviors to model effective involvement for parents. With a partnership of established roles, the school and parents can impact student achievement. [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.]