This qualitative descriptive study delved into how parents of Pre-Kindergarten through fifth-grade students in Title I schools in a Southeastern state perceive parental involvement, communication, and support for the home literacy environment. Utilizing Bronfenbrenner's Ecological Systems Theory and Epstein's Model of Parental Involvement as theoretical frameworks, the study aimed to understand the dynamics of parental engagement within the home literacy context. Through semi-structured interviews and focus groups, parents were asked about their involvement, communication with schools regarding literacy, and perceived support for home literacy environments. The findings revealed four key themes: (1) Support for the Home Literacy Environment: Parents acknowledged schools' efforts in emphasizing reading importance and information dissemination, yet desired more guidance. (2) Parental Involvement: Parents described engaging in shared reading as routine, providing literacy materials, and being attuned to their child's needs and interests. (3) Communication: Parents emphasized the importance of open communication between home and school for effective literacy support. (4) Barriers: Challenges included insufficient support and communication from schools and a lack of parental awareness regarding teacher needs. [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.]