Parental involvement (PI) in three socio-economic disparate primary schools in Ile-Ife in Nigeria was investigated in the study. The study explored the effect of socio-economic status on PI using three schools representing the Lower socioeconomic status (LSES), Middle socio-economic status (MSES) and Higher socioeconomic status (HSES). The study reported how parents of three different income groups practice and perceive PI and how teachers perceive PI at the schools and what their expectations are regarding PI. The data used for empirical investigation was drawn from 15 parents and 15 teachers at each of the three schools. The parents were selected using convenience sampling and were individually interviewed while teachers are selected by purposeful random sampling and data was collected using focus group interviews and survey questionnaires. Results shows that parents’ available time, interest, level of education, social capital, parent-teacher contact and socio-economic status (SES) affected PI of which time, SES and interest were the most important factors affecting PI. PI is evidenced in all SES groups as joint cooperation between parents and teachers in support of children’s scholastic pursuit. The study suggests that, contrary to conventional opinion, parents of LSES generally have high educational goals for their children and evidence noteworthy PI practices. PI should be strengthened by building on existing positive endeavors and addressing areas of PI which are lagging behind. Strategies to strengthen these endeavors are recommended in conclusion of the study. / Educational Leadership and Management / M. Ed. (Education Management)