Socioeconomic status (SES), home language, and parent education level play a significant role in student academic achievement and the involvement of parents, including Latino parents, in schools. The purpose of this study was to understand Latino parent involvement at one southern California elementary school. The Latino critical race theory (LatCrit) framework was used to examine parental involvement and its connection to Latino families by considering factors such as immigration status, language, SES, and various cultural aspects school personnel may not fully consider when planning ways for parents and families to be involved. The research question asked about the opportunities school officials provided for parent involvement and how the parents perceived these opportunities. Data collection methods included parent interviews, document analysis of school-to-home communications, and observations of parent events. Themes such as Communication, Opportunities to Be Involved, and Barriers (e.g., work schedules and education level of parents) were identified. The findings suggested the school had ample communication and opportunities for parent involvement, especially nonacademic events; however, most Latino parents still experienced barriers to becoming involved at the school. The findings emphasized a need for school personnel to review practices and policies related to encouraging Latino parent involvement. [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.]