This paper considers the purpose of contact between parents and staff and the implications (arising from research rather than rhetoric) for those involved. It draws on a recently completed study of parental involvement undertaken at the National Foundation for Educational Research in England and Wales. The research consisted of a national survey of policy and practice and the study of a small number of initiatives in detail. It is frequently assumed that parental involvement is a “good thing” without any real understanding of what the phrase means or any systematic evaluation of outcomes. The findings of the study reported here shed light on some of the complexities and, it is hoped, will be of value to those who want to examine seriously home‐school relations.