Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.