The purpose of this study was to examine the perceptions and beliefs of selected faculty members about parental involvement during students' academic experiences at a private, baccalaureate college. The study asked a single research question, "How do faculty members experience and understand parental involvement in their students' academic lives?" Scant research exists on the perceptions of faculty members on parental involvement in students' collegiate experiences, yet we know that emerging adults are poised for developmental gains and parental involvement can both positively and negatively influence that development. Exploring this research question provides essential context for supporting college student development. This qualitative, phenomenological study interpreted data generated via surveys, individual interviews, and focus group interviews through an interpretivist paradigm and a theoretical framework grounded in Arnett's (2000) theory of emerging adulthood and Chickering and Reisser's (1993) identity development theory, with a particular focus on moving through autonomy towards interdependence. Participants shared a wide range of experiences and perceptions, sharing both their positive and negative experiences of direct and indirect parental involvement. The data showed that participants perceive parental support as positively related to student development and parental intervention as negatively related. This study provides a rich context for understanding parental involvement and its relationship to student development. [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.]