The purpose of the study was to assess junior and senior high school family and consumer sciences teachers' attitudes and practices concerning parent involvement in the educational process. Several specific objectives and variables of interest, including attitudes, practices, efficacy, and perceived level of support from colleagues for parent involvement were assessed. Using a mailed questionnaire titled, "School-Home Partnerships Survey," the study surveyed 168 teachers randomly selected from a list of 682 junior and senior high school family and consumer sciences teachers, obtained from the Iowa Department of Education;Methods of data analyses consisted of descriptive and inferential statistics, including path analysis. Results indicated that overall, the teachers did not project positive attitudes toward parent involvement. Teachers judged all the parent-involvement practices as somewhat or more than somewhat important, with practices involving communicating with parents judged as very important, while those that called for parents to be involved in the decision-making process were judged to be of little importance;With regard to personal teaching efficacy, teachers displayed a somewhat weak sense of personal teaching efficacy. This condition seemed to be due to perceived lack of support for their work from their principals and other teachers in their schools and perceived inadequate teacher training education. The teachers believed that there is a general support from others for parent involvement in the educational process of children. Better parent-involvement practices by the teachers was predicted by adequate training in parent involvement, positive attitudes about parent involvement through in-service education, stronger sense of personal teaching efficacy, and the belief that others in their schools have a higher level of support for parent involvement;Compared to teachers with bachelor degrees, those with masters degrees expressed significantly more positive attitudes about parent involvement. The teachers indicated parent/teacher conferences as the most successful parent-involvement practice. To help them strengthen the partnerships between schools and homes, the teachers indicated that they needed in-service education, seminars, workshops, college courses, and communication skills training to help them implement better parent-involvement practices. A significant number of teachers saw working parents and teachers' lack of time as the two most important reasons they could not have stronger links between themselves and the parents of their students.