Parent involvement has been shown to have a positive effect on second language acquisition, student motivation and academic achievement. This is particularly true for the almost five million English learners (ELs) in our PK-12 schools today and has important implications for the preparation of pre-service teachers. This study investigated how a set of experiences that engaged pre-service teachers in working directly with parents facilitated their development of a conceptual understanding of parental involvement and improved their communication skills with parents of ELs.