This study aimed to investigate the strategic leadership approaches that strengthen parental involvement in early literacy development among pupils in the island municipalities of the first district of Quezon province. Specifically, it sought to examine the extent of parental involvement; the strategies employed by principals and teachers; and the leadership approaches of school heads. An explanatory sequential mixed-methods design was utilized, wherein quantitative data were gathered through a survey questionnaire, followed by qualitative insights obtained from semi-structured interviews. Both statistical and thematic analyses were employed to interpret the data. The findings imply a perceptual gap between parents and school personnel regarding the extent of parental involvement in early literacy development. While educators view parental involvement as consistently high, parents themselves report a slightly lower frequency of engagement, particularly in activities that require creativity and resourcefulness, such as storytelling and singing. However, schools adopt a holistic and multi-dimensional approach to engage parents effectively in early literacy development. By combining strong communication, structured training, collaborative initiatives, and leadership support, schools create an environment that encourages active parental participation. The strong consensus among principals and teachers highlights that these strategies are well-integrated and consistently implemented. Based on the findings proposed comprehensive action plan designed to sustain and strengthen parental involvement in learners’ early literacy development through collaborative, structured, and responsive approach.