Parental involvement is crucial in student engagement, particularly for students with learning difficulties. Despite various initiatives by the Department of Education in the Philippines to enhance parental participation, such as through scouting activities, Brigada Eskwela, and Parent-Teacher Associations, parental involvement remains a significant challenge. This study investigates the correlation between parental involvement and student engagement among junior high school students with learning difficulties in Davao City, Philippines. Using a descriptive-correlational research design, the study assessed parental involvement in terms of acceptance, aspiration, attention, encouragement, guidance, influence, decision-making, provision of physical facilities, and care for physical fitness. Student engagement was evaluated across cognitive, affective, and behavioral dimensions. Data from 115 students with learning difficulties were analyzed using descriptive and inferential statistics. The findings revealed a significant positive relationship between parental involvement and student engagement, with parental aspiration and the provision of physical facilities being key predictors. The results underscore the importance of fostering strong parental engagement to enhance student engagement, particularly for students with learning difficulties. Recommendations include enhancing communication between schools and parents, providing resources and training for parents, and focusing on student engagements emotional and cognitive aspects. Further research should explore additional factors influencing student engagement to support educational outcomes effectively.