Parental involvement in student education is essential to students' academic success. Research has shown] that when parents are actively involved in their children's education, the children have higher academic achievement. However, the problem is that parents are not involved in the education of their children and that teachers do not have adequate training on how to involve parents in the education of their children. The problem addressed in this study is that K-5 teachers often lack adequate training in parental involvement to fully engage parents in their children's education. The Social Learning Theory was used as the theoretical framework to examine how observation, imitation, and modeling can be used to increase parental involvement. This study had three research questions. Those research questions addressed training teachers reported having, training teachers desired having, and barriers parents faced that could prevent parental involvement. Fourteen elementary school teachers in South Florida were interviewed about their perspectives on parental involvement and training on parental involvement. Each transcript was analyzed, codes were created, those codes were turned into categories, and the categories were turned into themes using NVivo. Evaluation of the findings revealed four emergent themes and those themes were: Training Used to Engage Parents, Training on Effective Communication and Relationship Building, Teachers Possess Unique Needs for Training, and Barriers to Parental Involvement. The findings revealed the training received was insufficient. Future research should focus on taking feedback from teachers and investigating the barriers that prevent parents from being involved. [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.]