The purpose of the qualitative social constructionist study was to explore the factors that enhance or impede parental involvement of Spanish-speaking Latino parents on both English Language Learners (ELL) and Former English Language Learners (f-ELL) in a Small City School District. According to Krogstad et. al. (2023), the United States Latino population reached 63.6 million in 2022, increasing from 50.5 million in 2010. This represented a 26% increase, and it outpaced the nation's 8% increase in population during the same time. From the data of the National Center for Education Statistics (2022), public school students who were Latino increased from 22% to 28% from 2009 to 2020. In addition, from the same study published by the National Center for Education Statistics (2022), the percentage of public school students in the United States who were ELL increased by 4.5 million students between 2010 and 2019, and 75.7% of these students spoke either Spanish or Castilian. Similarly, according to New York State Education Department Student Information Repository System (SIRS) in the 2021-2022 school year, Hispanic students represented about 29% of total enrollment across public schools in the state, 10% of public school students enrolled were identified as ELLs, and 67% of these students were Hispanic by ethnicity, with the most common language being Spanish. Along with this increase in the population of Spanish-speaking ELL students is also the troubling achievement gap-historical data that points to a glaring difference between student achievement of latino students and their White peers. In New York, the Hispanic-White 2009 achievement score gap in mathematics for public school students at grade 4 was 17 points, and 32 points at grade 8. In New York, the Hispanic-White 2009 achievement score gap in reading for public school students at grade 4 was 22 points and 27 points in grade 8 (Hemphill et al., 2011). Finally, the involvement of parents' in their children's school and education is related to student achievement and success in life (Epstein, 2001). Research indicates that lower income, less educated minority parents tend to be less involved in their child's education (Jeynes, 2012). This data examined together points to the importance in understanding how Latino parents define parental involvement, and how they perceive factors that enhance or impede involvement in their children's lives. This study included triangulating data from three focus groups, organizational observations, and from document review. The three focus groups included sixteen participants, all Latino Spanish-speaking parents of ELL and f-ELL students within the Small City School district. The qualitative data was coded to search for patterns. The focus group data was analyzed to look for differences in themes for parents of ELL students and parents of f-ELL students. The data was interpreted to draw conclusions of how the data answered the research questions. Hand coding was the method of data analysis. Focus group interviews were recorded and then transcribed into Spanish. The data from the focus group interviews was read several times paying attention to relevant words or phrases that were recurrent and connected to the research question key terms, parental role construction, self-efficacy, and motivators of involvement. A color-coded method was used when hand coding the data. A-priori and in-vivo coding was also used to find connections and relationships with the themes and sub-themes present in the Hoover-Dempsey and Sandler's model of parental involvement (2005). The organizational observations were conducted from having first-hand knowledge of the district. The document review was conducted of both internal documents and public-facing documents available on the district's website. The overall aim of this study was to contribute to the field of education by providing useful suggestions to enhance the home-school connection of Spanish-speaking Latino parents of ELL and f-ELL students. Some of the suggestions included ensuring that all public-facing documents could be translated using the Google translate ability of the website. Another suggestion included creating opportunities for Spanish-speaking families to engage with the content that their children are learning in parent university evenings. On such evenings, oral translation should always be available. Finally, the last suggestion is to ask certain parents who speak both English and Spanish to become ambassadors for Spanish-speaking parents within the PTA organization. All of the suggestions center around empowering Spanish-speaking Latino parents to learn more about their child's education and to allow them to become more actively engaged with their children's school district. 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