This study investigates the types of parental involvement in mathematics that occur in the home and how this is connected to children’s attitudes towards mathematics. A mixed-method design was utilised whereby data was collected through parent and child questionnaires and a semi-structured parent interview. Fourteen families completed the questionnaire and of the 14, eight parents participated in a follow-up interview. The majority of parents and children in this study reported positive attitudes towards mathematics and parents’ involvement in homework was the most commonly reported activity. This study suggests that indirect types of parental involvement, such as parents’ attitudes towards mathematics, may be more important in children’s attitudes towards mathematics than direct types of parental involvement, such as homework.