Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their perceived barriers to further involvement, and their receptivity to school support to overcome those barriers. Eight parents were interviewed. Inductive analyses, including repeated reading, color coding, and generating themes, were used to analyze the data. The findings revealed positive parental support in at-home literacy activities. Parents read to and played literacy games with their children, assisted with homework, and used a variety of materials including books and technology. Parents indicated a lack of communication between them and the school regarding what literacy instruction was being provided at school. Social change can come about by providing this information to the school staff and having them take action that assists all parents to become more effectively involved in their children's at-home literacy activities. This involvement may, in turn, result in improved reading skills and overall academic performance.