Parental involvement in their child’s school progress is recognized in scientific documentation as being a factor facilitating success. However, given that the types of implication vary and given that they do not have all the same impact on the child, three specific questions may be asked: what are the types and the degree of parental involvement in their child’s school follow-up? What are the reasons evoked by parents to justify their involvement? What types of involvement facilitate school performances the most? In this article, we answer at first these questions leaning on the results of interviews concerning parental involvement in their child’s school progress, conducted with parents (n=70), teachers (n=27) and school principals (n=19). Then, tracks to facilitate a better parental involvement are proposed.