This study investigated the relationship between parental involvement and attitudes toward mathematics among 75 first-year teacher education students at Eastern Samar State University, Salcedo Campus, during the 20242025 academic year. Using a descriptivecomparativecorrelational design, participants were selected through stratified sampling and completed a standardized questionnaire. Data were analysed using frequency, percentage, mean, ANOVA, Kruskal-Wallis H test, and Spearmans rank correlation, with a significance level of 0.05. Results showed that most students were female, aged 1920 years, from families earning less than ₱13,411 per month, and enrolled in the Bachelor of Elementary Education program. Most mothers were unemployed or housewives, while most fathers worked in agriculture. Students reported moderate attitudes toward mathematics and moderate parental involvement. The study also found a significant difference in parental involvement based on parents occupation, but no significant differences for family income or educational attainment. Students attitudes toward mathematics were not significantly influenced by age, sex, or program, and Spearmans correlation revealed no significant relationship between parental involvement and attitudes toward mathematics. These findings suggest that while parents occupation may affect involvement levels, it has minimal influence on students attitudes toward mathematics, highlighting the importance of other factors such as instructional quality, motivation, and learning environment.