Despite decades of national initiatives and federally funded programs, research still indicates that many low socioeconomic school districts continue to experience difficulty in getting parents involved with their child's education. The purpose of this project study was to design a theoretically based, longitudinal program that will assist an urban, Title 1 elementary school (LS) located in the southeastern part of the United States in the creation and implementation of strategies and techniques to increase parental involvement. Bronfenbrenner's ecological theory and Epstein's parent involvement typology model were used as the theoretical framework for this study. The framework provided a guide for both diagnosing where specific areas of involvement were lacking as well as for how those areas can be improved. Descriptive data were collected from teachers via Epstein's Measure of School, Family, and Community Partnerships survey in order to determine which areas had the greatest deficiencies. Parenting, volunteering, decision making and collaborating with the community were identified as areas that needed improvement. A three-year, comprehensive "Parent Involvement Action Program" (PIAP) was then developed to address these four areas of need. The program is designed to facilitate involvement through the creation of teacher-led focus groups and action teams that will be responsible for establishing goals and selecting strategies to be employed each year. Yearly follow-up surveys will also be administered to determine on-going program effectiveness. This project study promotes positive social change through increased parent involvement in the academic lives of students at LS, improved parent-school partnerships and, ultimately, increases in student achievement.