This article examines how parents supported their children's education while transitioning from welfare to work. Interviews with parents, elementary school educators, and staff at a community-based organization were conducted in an urban Tennessee community. Navigating work and parenting responsibilities was particularly challenging when children had complex needs and when parent schedules offered limited flexibility. Work and training-based knowledge, experiences, and social networks informed parent involvement beliefs and practices when a parent saw parallels between a child's education and their job or training. This study offers implications for federal welfare and education reauthorization debates and partnerships between schools and welfare assistance programs. (Contains 1 table and 1 note.)