Across the country, there is widespread acknowledgement by the federal government and private researchers that there exists the need for families to be productive partners in their child's education. For more than two decades, researchers and politicians have recognized that parent involvement is essential to academic success for students enrolled in public schools. Current parent involvement studies suggest school districts that have developed and implemented effective parent involvement programs are experiencing greater success than those that have not. Parents' and teachers' perceptions of a secondary school's attempt to address adolescents' psychosocial, educational, and behavioral development can help child services professionals and educators address the pressing need to get more families engaged in their child's education. A qualitative study with a phenomenological approach could benefit practitioners in their attempt to better understand the essential components of viable parent involvement programs. Parents and teachers of students in an East Tennessee high school address the issue of parent involvement in public education and share their lived experiences of principles, strategies, and outcomes.