This study was designed to investigate the extent to which teachers in the Black Belt Region of a southeastern state feel that parents should be involved in curricular decisions, the ways in which they involve parents in the literacy development of their children, and the three most important ways they felt that parents could be involved in order to support the literacy development of their children. An additional purpose of the study was to find out if there was a difference between primary, upper elementary, middle school, and high school teachers in their views about parental involvement. A 3-item open questionnaire was sent through graduate students representing 21 schools from the Black Belt Region of Alabama. A total of 168 teachers responded and returned the questionnaire. The preliminary results indicated ambivalence about parental involvement among the teachers. While the majority of teachers indicated a support for parental involvement, the extent and the nature of parental involvement seemed to vary with grade levels. (Contains 20 references and 3 tables of data.) (Author/RS)