This thesis deals with parental involvement in secondary English language education in Hungary. To gain information about this complex phenomenon, eight semi-structured interviews were conducted with Hungarian secondary school English teachers, as we were interested in their perceptions of parental involvement. Based on our results, it can be said that there is parental involvement in secondary school English language instruction in Hungary, but which parent is involved, how they are involved, the extent of their involvement, and how teachers view parental involvement are highly variable.