Although parental involvement can be important for improving schools, very few parents are involved. This paper explores attitudinal barriers to such involvement from the perspectives of 1,200 superintendents, 664 school board presidents, and 30 state agency officials in six states (Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas), compares results with surveys of teacher educators, parents, principals, and teachers; and synthesizes findings into recommendations for developing training guidelines for teacher-parent cooperation. Subjects were given six-part questionnaires, dealing with items ranging from agreement or disagreement with statements about parent involvement to policy involvement statements and demographic items. Results suggest administrators' and board presidents' responses are very similar to those of teachers and principals. The former support the general idea of parental involvement, indicate moderately strong support for involving parents in traditional school roles, but have considerably less support for power-sharing roles. Results also stress the wide variance in involvement interpretation. Eight recommendations for training elementary teachers and three for improving parent involvement conclude the report. (KS)