Educational reform measures, past and current, to involve parents in their children’s schooling is shown to be lacking in the low-achieving schools. This project study explored parents’ perceptions of involvement in school for American Indian children attending a rural public school district in western United States. The research questions investigated the effect of understanding parent preferences for involvement at school that would improve parental involvement and enhance student success. The theoretical framework for this project study were found in the works of Bronfenbrenners’ ecological systems theory, Epsteins’ overlapping spheres of influence, and Darling and Steinberg’s contextual parenting model. A qualitative research design and case study interviewing approach identified parent involvement specifics at home and at school. The sample consisted of 3 American Indian parents of middle school students, and an interpretative data analysis included coding and categorizing themes from interview transcriptions and review of tribal artifacts with all sources identifying common goals about education in the region: (a) high expectations for academic achievement, (b) parent and community involvement in school governance, (c) collaboration with the community, and (d) effective communications with teachers and administrators to enhance student success. A 3-year longitudinal program, Parenting Academy for Academic Success (PAAS) was created to encourage and develop parent advocates for academic excellence at the school. The program design fosters parenting skills building and education advocacy through parent-led workshops. This project study promotes positive social change by increasing parental involvement at the school that can help improve academic achievement.