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In this study, the authors examined the school experiences of middle-class African American parents and students, because they are largely overlooked in the professional literature when it comes to underachievement and parent involvement. Although No Child Left Behind (NCLB) highlights parent involvement and school accountability through the use of test data, the authors posit that non-White and non-Asian students in middle-class schools are frequently overlooked in the reporting and investigation of school achievement, particularly as it relates to parental involvement and engagement. Using Critical Race Theory (CRT) as a conceptual framework to examine parent involvement as it pertains to African Americans in middle-class schools, the authors attempt to account for an explicit intersection of race and class to be used in their analysis. CRT allows for the incorporation of counterstorytelling as a methodological tool so that parent voice can be a focus of this study. The purpose of