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Problem statement. Parents are an important factor in the educative processes of their children. However, not all parents have the opportunity to become involved with their children by attending school functions or becoming volunteers in their children's school. Although some parents display their involvement in the confines of their household, many individuals are not aware of parents' contributions--especially those contributions from low income, African-American, single parents. Research question. This qualitative study focused on the following questions: (1) How do low income African-American single parents perceive their roles in the educative process of their high achieving children; and (2) How do these parents portray these roles. Methodology. Nineteen low income African-American families with high achieving children were identified. Income levels were determined by the children's participation in the federally funded free lunch program. High achievement was determined by the children's reading scores on the CTBS and cumulative grade point averages on their report cards. Parents completed a Parent Interaction Schedule and were interviewed using a semi-structured questionnaire. Students also completed a Student Activity Schedule. Both schedules were discussed at the follow-up interview with the parents. All interviews and personal observations were tape recorded. Data were analyzed and coded through use of a computer assisted software package, The Ethnograph. Through a series of respondent-generated and researcher-generated codes, themes developed and were analyzed. Findings. These parents perceived their roles in the educative process of their children to fall into the following categories: grades, homework, high school, college, and careers. They exhibited their involvement through their enforcement of study time and reading, maintaining a structured household, monitoring of television programs, and providing rewards and punishment for academic performance. Conclusions. These families were very involved in the education of their children and displayed this involvement in the household. Specifically, these parents had high expectations for their children, had a high regard for reading, communicated with their children on a regularly, maintained structured households and established a system of rewards and punishments.