The purpose of this study was to investigate the effectiveness of parental involvement training on the learning and motivation of primary school students in a blended learning environment. The statistical population of the research included all fourth-grade male students in the central district of Pakdasht city who were taught using a blended method. Using convenience sampling, 40 students were selected as the study sample (20 in the experimental group and 20 in the control group). The reliability of the Harter Academic Motivation Questionnaire (1981) and the researcher-made learning test, assessed using Cronbach's alpha, were 0.90 and 0.87, respectively. Data were analyzed using SPSS version 26, with a significance level of 0.05 for the Levene's test and 0.01 for the research hypotheses. In the inferential statistics section, data were analyzed using covariance analysis. The results showed a significant difference in learning levels between students whose parents received involvement training and those whose parents did not. Additionally, there was a significant difference in motivation levels (including intrinsic and extrinsic motivation) between students whose parents received involvement training and those whose parents did not. The study concluded that parental involvement training in a blended learning environment can significantly improve the learning and motivation of fourth-grade students in the central district of Pakdasht city.