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This research compared the involvement practices of American Indian parents with educator perceptions of each parent involvement activity's academic learning enhancement value. The study was initiated to address educator concerns about a perceived lack of American Indian parent involvement at the middle school level. Quantitative data was collected from educators and parents of American Indian middle school students, while qualitative data resulted from an interview with educators who work primarily with American Indian families. Results revealed that American Indian parents practice a variety of home- and school-based involvement activities, but educators consider some of these activities more learning enhancing than others. Specific parent involvement practices and modes of communication were associated with parents who reported an American Indian boarding school experience in the family history. Further research pertaining to American Indian parent involvement at all grade levels is recommended.