While parental involvement's effect on student achievement has been explored in current research, and the relationship among parent, teacher, and student is often discussed, no definite guidelines have been stipulated for successful engagement between the three. The purpose of this project was to examine parental involvement practices specific to primary and intermediate grade levels. Epstein's framework of the six types of parental involvement--parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community--served as the theoretical framework in this survey research. The chi-square test for independence was used to address the primary research question involving understanding strategies teachers prefer (by grade level) to encourage parent involvement. The surveys were completed online by K-6 elementary teachers. The descriptive cross-sectional survey included a rating scale, asking teachers to rank each parental involvement strategy from not important to very important. Significant parental involvement differences existed between primary and intermediate teachers in the form of volunteering, decision making, and collaborating with the community. Implications for positive social change include bridging the gap between home and school activities. This can result in increased collaboration; parent-teacher collaboration lends itself to the use of more specific parental involvement practices resulting in academic success in the forms of student achievement, attendance, and behavior. [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.]