Parent and family involvement is a familiar topic used by many researchers in the traditional education setting yet vastly under used as it applies to the online education setting. The purpose of this study was to explore and determine if there are any differences among online teachers' perceptions of parental involvement and communication in the online educational environment. This study used a quantitative analysis of the survey results to complete an objective comparison of the subgroups. Participants were recruited through social media sites in addition to letters of online schools, both inviting online K-12 teachers to participate in the research study. The online teacher participants' perceptions were determined by collecting and averaging participant responses to the survey based on their subgroups. The instrument used in the study was adapted for the online environment from an instrument used to survey high school and family partnerships. The findings of the study suggest that there are statistically significant differences between online teachers' perceptions based on years teaching online, subject area taught and type of online school. There were no significant differences found based on Title I status. [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.]