This paper explores the nature of the decisions teachers make in light of parental involvement in the classroom. Previous research has shown that when parents play a positive role in their children's education, children do better in school. Missing from the research is teachers voice and a more thoughtful understanding of the reality of parents in the classroom and the challenges and implications teachers face in light of this involvement. Through a series of narratives and through interview transcripts with nine teachers in six schools with a combined 184 years of experience, I examine the impact parental involvement in schools has had on these teachers and their classroom program. I also show how action research can bring voice to teachers, can lead to a better understanding of a teacher's actions, and can effect changes that may stand a greater chance at improving professional practices.