This exploratory Grounded Theory qualitative study identified parent networking and collective engagement practices among parents who homeschool and analyzed these practices for potential applicability in public schools. This study conducted interviews of a sample of Connecticut parents who homeschool, where they discuss their collective parent networking practices and homeschooling experiences. The interview data was analyzed as a resource for development of a theory of parent engagement that may be applicable in public schools. This study also presents an overview of the history of home schooling policies and practices, surveys existing research on collective parent networking and parent engagement among families who homeschool, and closes with a discussion of the implications and limitations of the methodology and interview data, with suggestions for extensions and modifications for future research. The social media based recruitment methodology is described in detail for further use and development. Qualitative data describing collective parent engagement in terms of networking, resource sharing, and teaching practices was collected. Demographic data was intentionally constrained to the ages of the participants' homeschooled children and the town where they live as a proxy for relative socio-economic status. The central finding of this study was the centrality of individualization as an important factor in parent choices to become engaged as actively involved homeschoolers. This suggests that the differentiation model that was developed for special education students and extended to all students in recent decades may be usefully applied to efforts to increase parent engagement. Parents are the next logical group that may be included in members of the school community whose individuality is the key to engagement. The primary policy recommendation suggested by this study is that school districts implement programs that support individualized, differentiated engagement opportunities for parents just as instruction and developmental supports are differentiated for students. This may be applied to individual parent engagement policies and subsequent research. [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.]