This studied investigated parental involvement during the first year of a Chapter I extended-day kindergarten program which sought to promote parents taking an active role in their child's classroom and kindergarten educational experiences. A qualitative design was used to provide information about frequency and types of parental involvement as well as descriptive information about the interactions between parents and children within the classroom. This qualitative design also allowed investigation of the perceptions of the participants. Data analysis was ongoing and inductive; data were collected in the form of field notes, videotapes, audiotapes, interviews and classroom documents. Findings suggest that parental involvement provides benefits for the students, parents, teachers and the school as a whole. Findings also suggest that adult volunteers do not necessarily have to be parents; the adult volunteers could come from segments of the population that are not now fully utilized. Senior citizens and university teacher education students are two groups that could fill the volunteer positions. These findings have implications for the educational community in public schools and in teacher training programs of universities.