Parents and guardians inherently become involved in diverse aspects of the music learning process and retain the potential to foster a musical home environment, influencing the musical growth, attitude, and level of participation of their children. Research suggests a relationship between parental support and successful development of music skills in school-aged students (Creech & Hallam, 2009, 2011). As such, String Project programs in university settings may benefit from knowledge that could promote or enhance positive, reciprocal relationships among students, parents, and teachers. We designed a survey to assess String Project parents' perceptions of commitment, musical growth, and emerging trends in student musical identity. This survey was administered during the COVID-19 pandemic, during which all participants received virtual music instruction. Parents were asked to describe their child's level of enthusiasm for music study, developing practice habits, evolving self-identity, and appreciation of music. Additionally, parents were surveyed regarding their own musical backgrounds and the role of music in their family's life. A majority of parents reported 2-3 hours of practice per week and interest in continued music study through high school and beyond for their children.