This study examined the relationship between parental involvement and the academic performance of Grade 4 learners at Lalawigan Elementary School. Using a descriptive-correlational design, the study assessed parental involvement across six key domains: Parenting, Communicating, Volunteering, Learning at Home, Decision-Making, and Collaboration with the Community. Data were collected through an adapted Parental Involvement Rating Scale (PIRS) using a five-point Likert scale. Results revealed that overall parental involvement was moderate, with strong engagement in providing learning materials, monitoring homework, participating in school activities, and maintaining communication with teachers, while weaker engagement was observed in areas such as proactive communication, academic follow-through, digital supervision, decision-making, and community collaboration. Academic performance among the 34 learners was generally high, with the majority achieving top performance brackets, suggesting a positive learning environment. The findings highlight the need for targeted strategies to enhance parental engagement in specific domains to support equitable academic outcomes and maximize learner potential. The study underscores the importance of home-school-community partnerships in fostering learner achievement and holistic development.