The purpose of this case study was to explore administrator, teacher, and parent perceptions about the resources needed to increase parental involvement. Leveraging three theoretical frameworks of Epstein's overlapping spheres of influence, the Hoover-Dempsey and Sandler model, and Vygotsky's sociocultural theory, this study utilized qualitative methods, such as semi-structured interviews and questionnaires. The study was designed to gain the perspectives of 13 participants in five Texas urban middle schools regarding the resources that middle school educators could provide to parents to increase parental involvement. Wolcott's analytical strategy (1994) was used to code data and decipher themes and subthemes. Policy changes could include adaptive communication processes, welcoming school environment, universally accessible resources and supports, and parental involvement in extracurricular activities. This study can be useful for middle school personnel who seek to increase parental involvement for the benefit of improved academic success by middle school students. The study can be extended to include further research opportunities, such as exploring cross-cultural differences, technology-mediated involvement, longitudinal studies on parental involvement, and educator perspectives. [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.]