The purpose of this dissertation was to analyze and understand the effects of parental involvement on student’s literacy success. Does parental involvement have a positive or negative impact on students’ literacy success? To attain this objective, a combined quantitative and qualitative research design was employed using the phenomenological approach for the qualitative component and correlation comparative analysis for the quantitative. This study found that parental involvement is an essential element in schoolchildren’s achievement. The study also identified those that inhibit parental involvement, which include parents’ preoccupation in their own jobs more particularly in one-parent families. Study revealed that parents of the elementary school children are more involved, in comparison to middle school students. Parents in the elementary school levels are more willing to be involved in the education of their children as compared to the middle school students. Also, the study found that parental involvement shows positive impact on the students’ academic achievements. Finally, four themes were identified as a result of the study. These are (1) work and busy schedule were the primary reasons for the decline in parental involvement as children grow older, (2) assurance to children was the impact of parental involvement in the education of students, (3) one-parent families/divorce was a barrier in parental involvement, and (4) communication with the parents through emails, letter, phone, and parent conference was the suggestion of the participants to increase parental involvement.