This qualitative study explored teachers' perceptions of barriers to parental involvement in a Title 1 middle school. The researcher collected data through interviews wherein participants responded to open-ended questions. The data was analyzed using qualitative content analysis (QCA). The results include input from seven general education teachers who teach the core curriculum to grades six through eight. The findings highlighted the importance of effective two-way communication between teachers and parents as a facilitator of parental involvement. Conversely, ineffective communication was also identified as a barrier that could hinder collaboration between home and school. Additionally, teachers identified several barriers to parental involvement, including a lack of parental motivation, work schedules, and access to technology. These findings shed light on critical challenges that impact parent involvement at ABC Middle School. [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.]