This study examined how Turkish immigrant (n = 178) and German (n = 55) mothers rated their responsibility for their children's schooling and whether these attitudes predicted their actual school involvement (rated by mothers and teachers, n = 112). Turkish mothers were less educated than German mothers but ascribed higher value to children's education. Mothers' attitudes about their responsibility were predicted by their experience with the German school system, their education, their achievement values, and their children's age. Turkish mothers who attended school in Germany did not differ from German mothers in their responsibility ratings. Moreover, mothers' attitudes predicted their actual involvement. The high achievement values of Turkish mothers positively infuenced teachers' perception of their involvement. The fndings indicate that Turkish immigrant parents' school involvement refects culture-specifc attitudes and can be promoted by familiarity with the German school system.