Research overwhelmingly shows that parental involvement in their children's learning positively affects the child's academic performance. My goal as the principal of an inner-city primary school is to provide leadership in the creation of a positive learning environment through the involvement of parents in the educational enterprise. It is with this goal in mind that I undertook this qualitative case study to examine the experiences of six inner-city parents and their practices concerning their involvement in their children's education. The data were collected over a two-year period mainly through conversations, focus group discussions and observations at home, school and in other settings.