The purpose of this quantitative correlational study was to determine if and to what extent there is a correlation between paternal school involvement, and (school, cognitive/intellectual, and personal) involvement in their children's academic achievement of first through eighth-grade students in a private school. The theoretical foundation of this study is the self-determination theory (SDT) by Deci and Ryan which provided the framework for this research to examine the parents' motivation for being involved. The r research questions guided the study, based on the problem statement "it is not known if and to what extent there is a correlation between fathers' level of (school, cognitive/intellectual, and personal) involvement, and their children's schooling." A quantitative methodology with a correlational design was used. The study was conducted with a convenience sample of 112 participants, recruited through online social media and the SurveyMonkey platform. The data were collected using an online survey. The nonparametric Spearman's rho correlation analysis revealed a statistically significant relationship between school involvement and cognitive involvement, [rho] (110) = 0.618, p < 0.001, and significant inverse relationships between school involvement and personal involvement [rho] (110) =-0.400, p < 0.001, and cognitive involvement and personal involvement, [rho] (110) =-0.317, p < 0.001. The findings of this study provide a concise understanding of assisting the educational communities to enhance their instructional approaches by engaging in dialogue with parents and attentively listening to their insights, thereby enabling them to better meet the needs of fathers' involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]