This descriptive qualitative study aims to understand the perceptions of K-6 English Language Learner parents in South Florida about additional barriers they faced during the COVID-19 pandemic, which limited the support they provided to their children's education. Ten Hispanic parents were recruited and interviewed using semi-structured questions to understand the hardships experienced at home with remote learning and the resources needed to facilitate academic achievement. Results show that the challenges of the K-6 ELL parents created more difficulties for the children. Parents described how remote learning hindered the English language development and their children's academic achievement. Parents' lack of time and technological skills interfered with a more supportive role. Parents struggled with troubleshooting technical issues, navigating the internet for resources, searching for educational platforms, and communicating with teachers. A lack of communication between the home and school did not foster parental involvement. Parents agreed that more guidance and resources were necessary for them to be able to help their children more at this time. Mental health issues inhibited learning for children and involvement from parents. Parental involvement is an indispensable factor for students' academic success. The results of this study may be utilized by stakeholders in the educational field to increase the parental involvement of ELL parents and student academic progress. [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.]