Parent and community involvement has always been a part of the public education system; from its inception in the early American colonies, local community control was a hallmark of schools. Today, with mandates present in the No Child Left Behind Act, the Race to the Top legislation, and amidst more pressing international comparisons, educators feel more pressure to involve parents in the education of their children. Involving parents in their children's education has become a job unto itself. With the increasing accountability placed on teachers, teaching as a profession is under attack, and many students who enroll in education courses either leave the profession or never enter the profession at all. The current study investigated the prevalent shared views of teachers regarding parent involvement and sought to understand how they viewed the effects of various types of parent involvement on their professional capital. Using the qualitative method of phenomenology, the participants were asked to respond to semi-structured interview questions that were representative of the six different types of parent involvement identified by Joyce L. Epstein. Examination of the participants' perspectives by the researcher led to shared perspectives emerging. The findings of this study have implications for future research as well as for professional development activities for both pre- and in-service teachers. [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.]