<p>This study examines the relationship between the immigrant status of Head Start parents, their perceptions of parent-teacher relationships, and their home-based involvement in their child’s learning. The study utilized a nationally representative sample from 577 children and families from 60 Head Start programs from the 2014 Head Start Family and Child Experiences Survey (FACES, 2014). Immigrant parents in Head Start perceived less positive parent-teacher relationships than non-immigrant parents. Parents’ immigration status and lower perceptions of parent-teacher relationships were linked to lower home-based involvement. The association between parents’ perceptions of parent-teacher relationships and home-based involvement was stronger when both parents were born outside the United States, compared to families with at least one parent born in the United States. These findings highlight the importance of considering parents’ immigration status and perceptions of parent-teacher relationships when examining parental involvement in early childhood education.</p>