The research literature has shown that teachers' beliefs and attitudes towards parental engagement have an influence on sustaining parents' balanced involvement in education. This current study aims to raise awareness of the issue within the Greek primary English Language Teaching context and provides suggestions on how balanced and effective parental involvement can be achieved. In this study the authors conceptualized teachers' perspective of parental involvement in state school language education as a multidimensional construct and examined the association of these elements with teachers' attitude and confidence regarding their profession. Online surveys were distributed to primary state school English as a Foreign Language (EFL) teachers. The surveys contained 27 questions and addressed several topics, such as background information, parents' attitude towards EFL from the teachers' perspective, teachers' collaboration with the parents, and their expectations of the parents. This article attempts to shed light on the significant issue of parental involvement by examining the language teachers' perspective and offering suggestions for further studies in this underresearched area of language education.