This study examined parent involvement through the context of increasing the involvement of culturally and linguistically diverse (CLD) parents in a high achieving, ethnically diverse, and predominantly middle class elementary school. Baseline data analyses showed that the demographics of the most active parents in the school did not reflect the overall student demographics of the school. This study used Bourdieus (1967) Theory of Cultural Capital and Moll, Amanti, Neff, and Gonzalezs (1992) idea of Funds of Knowledge, as a theoretical framework to investigate the following questions: (1) In which ways do cultural and linguistic diversity affect how parents define parental involvement? How does that definition affect the way parents engage with the school? and (2) What is learned about alleviating barriers to CLD parent involvement through the action research process? This case study incorporated the action research process to implement, evaluate, and reflect upon an intervention plan. Findings showed that varying cultural experiences and values regarding education influenced parents understanding of involvement. In addition, the study also found that, in order to increase CLD parent engagement, schools should strive to be accommodating, without being insulting or condescending. Implications from this study suggest that schools should examine the needs of their local communities and solicit the input and opinions of the affected groups before implementing interventions that may not address the communitys needs. Implications for future research suggest a need for more studies on how socioeconomics shape the manner in which CLD parents engage with schools like Cedar Cove Elementary School.