In Tanzania, the enrolment in school is high but the students’ performance is in general low. Parents are seen as important agents to provide students with opportunities to succeed in school. It is therefore of interest to investigate what is being said about parental involvement (PI) in the Tanzanian school. The aim with this study is to identify and analyse common assumptions about PI in the context of the Tanzanian primary school. We had the opportunity to travel to Tanzania for eight weeks to investigate this. Qualitative semi-structured interviews with eight parents and two teachers about PI were carried out in two rural villages. Questions to the parents about their perception of education were furthermore asked in order to achieve a background for their statements about PI. The study is based on a discourse analytical approach, meaning that the result was obtained through identifying discourses by analysing the respondents’ statements. The analysis resulted in five discourses: Education for the future, PI as a resource, PI as pressures from teachers, PI as a lack of education and PI as paying attention to children’s education. The contents which fill the discourses are discussed in relation to the context of the study as well as perception of the relationship between home and school. The parents in this study value education highly and their involvement is mostly about contributing with financial support. Yet, the teachers are demanding a higher involvement from parents. The low socioeconomic background is a barrier for many parents to become involved. A conscious effort, aimed at getting parents more involved, is needed in order to increase the children’s academic performance.