The present study set out to identify strategies for soliciting parental involvement in school administration from the perspectives of parents and primary school principals. The research employed a descriptive-survey methodology. The statistical population included all school principals and parents of students in Razan County, Hamedan Province, during the 2021-2022 academic year. Based on the Krejcie and Morgan sampling table, 110 principals and 375 parents were selected using multi-stage random sampling. Data were collected through two researcher-made questionnaires for parents and principals. Content and face validity of the questionnaires were confirmed by educational science experts. The reliability of the instruments, measured via Cronbach’s alpha, was 0.82 for the parents' questionnaire and 0.89 for the principals' questionnaire. Data were analyzed using independent samples t-tests to compare perspectives and the Friedman test to prioritize involvement strategies and their dimensions. The results revealed that the prioritization of strategies and dimensions of involvement—encompassing educational, developmental (pedagogical), and financial sectors—differed significantly between principals and parents. From the parents' perspective, the most critical dimension was involvement in financial affairs, whereas principals identified involvement in educational affairs as the primary priority. Based on these findings, the study suggests restructuring administrative regulations and providing specialized training for school principals to better facilitate parental engagement.