Although the importance of parental involvement in children’s educational lives is well documented in the psychoeducational literature, there is an absence of relevant research concerning parent and family participation in English language learning. The present study focuses on the parental involvement practices concerning English as a foreign language being learnt in the Greek public schools. Parents and students’ reports were recorded using the English as Foreign Language Learning Parental Involvement Practices (EFLLPIP) scale. 464 students and 131 parents from the area of Athens participated in the study. Data showed that the scale is a reliable and valid instrument with two robust factors describing parents’ motivation/interest and support in language learning. Participants’ higher and lower scores showed that parents adopt an active role in students’ effort to learn English at school although the way they are engaged is not perceived in the same way by their children for the majority of their practices. Implications regarding practice and research are discussed.