This quantitative study used a survey approach aimed to determine if a relationship existed between parent engagement and student academic achievement in technology-rich classrooms post-COVID-19. In addition, descriptive statistics were used to report the data collected in surveys. This study was relevant because it contributed to educational research by investigating parents' barriers to supporting their children in a technology-rich environment post-COVID-19. Understanding how the pandemic impacted parent engagement and its role in academic achievement in technology-rich classrooms was necessary to support parents, students, and campuses. There was a statistically significant weak positive correlation between academic achievement average and parent engagement resources average which resulted in rejection of the null hypothesis. There was a statistically significant moderate positive correlation between parent engagement resources and technology integration which resulted in the rejection of the null hypothesis. The COVID-19 pandemic left an everlasting mark on education and caused a fundamental shift in the way educators teach, students learn, and parents interacted with schools. [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.]