This study was a companion study, modeled after a 2013 study that explored the relationship between secondary teachers' self-efficacy beliefs, their family involvement self-efficacy beliefs, and the frequency and type of parental involvement practices. This study explored the same relationship between elementary school teachers and parental involvement. The theoretical framework used to examine this relationship was based on Bandura's concept of self-efficacy, Tschannen-Moran and Woolfolk-Hoy's concept of teacher self-efficacy, and Epstein's six spheres of influence for parental involvement. A quantitative study was conducted using three self-report surveys: (a) Teacher's Sense of Efficacy Scale, (b) Family Involvement Teacher Efficacy Scale, (c) Teacher's Family Involvement Practices Survey. The first two surveys measured teacher self-efficacy and family involvement self-efficacy. The third survey measured the frequency and type of parental involvement teachers implemented throughout the school year. A demographic survey was also completed to provide the demographics for the sample. The results from the study suggested that there was a positive relationship between teacher self-efficacy, family involvement teacher-efficacy, and the frequency and type of parental involvement practices teachers implement. Of the six types of parental involvement, communication and assisting families with at home learning activities were the most reported method of involvement. A key finding from the study suggested that teachers' level of teaching self-efficacy and family involvement self-efficacy were statistically significantly relative to their use of parental involvement. These results indicated that perceived teacher self-efficacy and family involvement self-efficacy impacts the frequency and type of parental involvement practices that teachers engage in with families. Implementing parental involvement is a process that requires setting goals, evaluating progress, and developing parent-teacher partnerships (Epstein et al., 2011; Epstein, 2018). Therefore, the responsibility of both the district and campus is to support classroom teachers by creating training programs that promote parental involvement practices. Moreover, based on this study's findings, teacher self-efficacy and family involvement self-efficacy are statistically related to the type and frequency of parental involvement practices teachers implement. [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.]