This study focuses on teachers' perceptions of parental support for engaging in conversations about race and racial violence in the classroom. We draw on data from the Teacher Race Talk Survey (TRTS), an exploratory survey that examines pre- and in-services teachers' perceptions about discussing race and racial violence in the classroom. Our analyses suggest that respondent educators espoused a broad uncertainty for talking about race with regard to parental support. We found that teachers explained their uncertainty drawing on four primary logics: (1) context characteristics; (2) family characteristics; (3) personal (teacher) characteristics; and (4) topic. We connect logics to social capital theory and frameworks for parental involvement to offer insight into the connection between parents and teacher race talk.