Abstract Immigrant parents face unique challenges in getting involved in their children's education. Research is limited about how immigrant parents cope with these challenges in supporting their children's education. The purpose of this qualitative study, as reflected in the central research question, was to describe the lived experiences of Ghanaian and Nigerian immigrant parents in relation to their involvement in their children's education. The conceptual framework was based on Epstein's theory of parental involvement concerning how the school, family, and community relate to each other. A phenomenological design was used, and participants included 11 Ghanaian and Nigerian immigrant parents living in an urban city in the eastern region of the United States whose children were enrolled in public schools. Data were collected from participant responses to individual interviews that included 10 open-ended questions. Data were analyzed using the modified van Kaam method of analysis. Findings indicated that immigrant parents believed frequent communication with teachers was the most important component of Epstein's parental involvement model and that they should also support teachers in resolving disciplinary issues at school. This study contributes to positive social change by helping educators design and implement strategies that encourage immigrant parents to become actively involved in their children's education, which may lead to improved student achievement and socioeconomic mobility for students.