This study examines teachers' attitudes towards parental involvement in five areas: general attitudes, passive involvement in the educational process, active involvement in the educational process, giving and receiving services, and school policy. The study mainly aimed to establish what the differences are, if any, between the attitudes of special education teachers and those of general education teachers towards these parental involvement areas. It also examined the correlation between spheres of involvement and teachers' background variables (age, seniority, academic level). The sample consisted of 157 teachers: 71 special education teachers, and 86 general education teachers. Teachers were asked to complete a questionnaire and to indicate desired areas of involvement as well as positive and negative experiences of parental involvement. Significant differences were found between the two research groups in all five areas of involvement. General education teachers had more positive attitudes towards parental involvement than special education teachers. The study highlights the importance of enhancing communication between teachers and parents, especially between special education teachers and parents.