Research indicates children generally fare better in traditional schools when parents are involved. However, scant research exists concerning parental involvement in alternative settings such as blended and online schooling. Since 2014, when this chapter was originally written, new research on this topic has emerged including studies focused on students with disabilities enrolled in online settings. Overall, this chapter continues to affirm that: (a) categorization of technologically-mediated schools is ill-defined; (b) levels of parental involvement vary and are influenced by many factors; (c) links between parent involvement and student achievement exist in alternative settings but further research is needed. There are implications for public policy. This chapter provides specific suggestions for further research.