Parents of seventh grade students in an urban Georgia middle school that has a magnetcomponent were surveyed in Spring, 2008. Aspects of their involvement in their childrenseducation in general, and specifically in their childrens mathematics learning were examined.Findings show that the most common type of parental involvement in homework in general wasrule setting about homework, while the most popular form of parental involvement inmathematics homework was checking for childrens understanding. Also, parents reported thatthey tutored, or assisted their children with mathematics homework significantly less often thanthey did with homework in general. Parents beliefs and attitudes towards mathematics, theirexpectations for their childrens mathematics education, and their self-efficacy for helping theirchildren succeed in mathematics, were also examined. The results showed that while parentsassigned low levels of importance to mathematics, they had high expectations for their childrensperformance in mathematics. However, their perception of their self-efficacy for helping theirseventh grade children with mathematics was not very strong. Interestingly, parentalinvolvement in mathematics was shown to have a significant negative relationship withmathematics achievement.