The importance of parent involvement in children's development and learning is increasingly recognized in the research literature and in federal and state policies; however, no unified definition of parent involvement exists. This study examined different understandings and definitions of parent involvement in a sample of administrators of Illinois state-funded preschool programs. Ten Illinois preschool administrators were interviewed. Analysis of their remarks found a variety of understandings or definitions of parent involvement, some of which were inclusive of a wide range of activities related to children's development and learning. Those who had a more flexible definition of parent involvement tended to have more positive views of parents and perceived higher levels of involvement. Administrators with narrower definitions of parent involvement appeared to hold more negative views of parents and perceive lower levels of involvement in their programs. (author abstract)