The focal point of this study was between two different groups of students enrolled at an inner-city school implementing components of the Reading First Program. The study was designed to look at the parental involvement facet of the Reading First Program, developed under the 2001 No Child Left Behind Act using the nationally recognized strategies set forth by the National Reading Panel. This study determined the various levels of parental involvement influence, if any, on K–3 student reading achievement. The selected research methodologies selected for this study included causal-comparative research with a mixed methods approach using qualitative and quantitative techniques. This study will provide educational leadership and teachers with the opportunity to receive the results of the examination of this aspect of a research-based instructional program. The results will further contribute to stakeholders’ ability to potentially apply and expand on appropriate strategies that will further enhance the potential success of program implementation by providing continuous parental involvement designed to increase student academic performance. This study may also help identify other barriers to successful program implementation and possibly provide solutions to address these identified barriers.