The benefits of parental educational involvement (PEI) are well documented in the literature, specifically on children's learning outcomes and social-emotional development. Thus, it is important to explore the factors that influence PEI. This paper is a qualitative study on the motivators, facilitators, and barriers to PEI among low-income parents in the Philippines. Through purposive sampling, 31 parents were engaged in semi-structured interviews or "pakikipagkwentuhan," a data collection method informed by indigenous Filipino Psychology. Participant responses were coded and summarized using thematic analysis. Findings represent a broad range of factors that influence PEI that were categorized into three themes. Theme 1 encompasses parent-related factors, which includes parental aspirations, access to learning and financial resources, efficacy in helping the child, finding time to be involved, and perception of what other people would think. Theme 2 represents social support from spouse, other family members, and fellow parents and friends as facilitators of PEI. Theme 3 involves school-and teacher-related factors, specifically invitation to be involved from teachers and the school and unpleasant past school experiences as a barrier. Findings from this study contribute to our understanding of the factors driving PEI, particularly among vulnerable populations that remain underrepresented in the literature. Moreover, findings also have implications for acknowledging the challenges experienced by low-income parents in supporting their children's education, while also highlighting their resilience and resourcefulness in employing PEI strategies. The crucial role of teachers and school in effectively promoting PEI and supporting educational equity is also discussed.