Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how to influence those attitudes and beliefs. This study used the proximal variables of a theory of reasoned action to investigate both the intentions of teachers to perform eight parental involvement behaviors, and how those intentions were formed. Data were collected by questionnaire and analyzed primarily by multiple regression. The expected differences were found between elementary and secondary teachers. Teachers' intentions varied widely, depending on the behavior, and the theory's predictors accounted for large percentages of the variance in intention, suggesting the theory's utility for research in this domain. The objective of this study is to contribute to research on parental involvement in education by empirically determining the strength of teachers' motivations to promote parental participation in eight specific ways, and by using a well-tested theory of decision making to determine how those decisions were made, and therefore, how they can most effectively be influenced in the desired direction. (Contains 3 tables.)