This article analyzes parents' perceptions of their role in supporting educational opportunities for their children, based on a qualitative study of parents and teachers in a rural community in Paraguay. The parents' views on participation are positioned within the context of the intended goals for parent participation outlined in Paraguayan educational reform. Through analysis of parents' narratives about the ways they choose to participate in their children's schooling, this article examines how parents negotiate between collective and individual actions to support their children's education. (Contains 10 footnotes.)