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The current study examined parental interest and attitudes in science. Furthermore, the study explored the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Results suggest that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.