Grounded in the Hoover-Dempsey and Sandler Model of the parent involvement process, this study was an examination of how parental self-efficacy, parental role construction activity beliefs, and parental perceptions of general invitations from the school were related to home-based parental involvement in school activities during a long-term educational disruption (COVID-19 pandemic). Also examined was whether home-based parental involvement in school activities differed based upon various family background characteristics, including annual household income, parental employment schedules, family structure, and parent educational background. Analyses of survey responses from 86 parents of K–5 students enrolled in three predominantly White rural public-school districts in Southern Illinois showed that parental self-efficacy and parental role construction levels were positive and correlated with perceived levels of home-based parental involvement. No statistically significant differences emerged in home-based parental involvement levels and among income, family structure, and educational background groups. Thematic coding of open-ended responses regarding the impact of parental employment schedules on parental involvement indicated significant challenges and barriers to parental involvement for single parents and essential worker parents during the pandemic. The discussion of this study’s results is in terms of previous research on parental involvement and school policy and practice.