Education has a significant role in developing identity in society, with schools places of student identity formation and cultural development. It is widely perceived that Muslims in non-Muslim majority countries have a strong engagement with their own school for ideological and cultural reasons, such as sharing and preserving the Islamic ideology and home cultures, yet there are few studies exploring this phenomenon. This paper presents findings of an Australian Islamic school’s strategies in involving parents in their child’s education process. This exploratory research is focused on parent and teacher beliefs and understanding about parental involvement, strategies implemented to promote involvement, parents’ responses to such strategies, and factors influencing parental involvement. This paper contributes to the discussion of minority cultures in regards to parent-school relations.