This article examines how educational leadership defines parental involvement and shapes the nature of home-school collaboration in schools in an Asian context. Results show three major types of principal leadership, or "habitus" of parental involvement: bureaucratic, utilitarian, and communitarian, which provide a more powerful explanation for the extent and nature of home-school collaboration than parents' "capital" in this context. The present article adds to the existing literature by application of Bourdieu's concepts of "field", "habitus", and "capital" to understand the relationship between principals' leadership and different types of home-school relationships. (Contains 2 tables.)