This study examined the impact of a Family Math Night on preservice teachers’ perceptions of low-income parents and their engagement in their children’s education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty community. Results of a pre- and post-survey analysis indicate that the treatment group had more positive perceptions of parental involvement overall. These results were not sustained 1 year later, suggesting important implications for mathematics teacher educators.