The study explores the effect of socioeconomic status (SES), parental beliefs, expectations, and self-efficacy on parental involvement in Cambodian lower secondary schools. Employing a quantitative method with survey data from 351 parents, the research analyzes the multifaceted nature of parental involvement, distinguishing between home-based and school-based activities. Findings indicate that parental beliefs and expectations predict home-based and school-based involvement, but SES largely influences school-based engagement. Interestingly, self-efficacy was not a strong predictor, suggesting that cultural and environmental factors may moderate its impact on parental engagement. These results show the resiliency of Cambodian parents in supporting their children’s education despite financial challenges, particularly in home-based activities. The study underlines the necessity of empowering parents through targeted resources and digital engagement initiatives, which can overcome gaps in involvement across socioeconomic disparities. The study contributes to understanding parental involvement within a developing country context, informing policies that support equitable educational opportunities in Cambodia.