This report presents research findings from the latest Engaging Parents in Inquiry Curriculum (EPIC) project. EPIC 2021 furthers the proposition that parent engagement may be conceived as a continuum from involving parents in school at one end to engaging parents in their child’s learning and wellbeing at the other (Goodall & Montgomery, 2014). Although research evidence over many decades describes parent engagement as the gold star in education (see Willis & Exley, 2020), the involvement-engagement continuum recognises that involving parents may be a first step to engagement. The continuum also accommodates a view of parents participating in their child’s learning in many different and changing ways along the journey. EPIC projects seek to work alongside schools and teachers to research current strategies and practices for engaging parents. Using inquiry curriculum approaches, cogenerative dialogues, and the affordances of online platforms and channels, these projects investigate how shifts philosophically, pedagogically and practically enable schools and teachers to better engage parents and students. In other words, how can parents and their child’s learning and wellbeing be brought closer together? The research in this report is unique— offering a window into parent engagement in schools and classrooms in a broad range of contexts at a time when schools and the greater community experienced COVID-19 restrictions. The research was conducted over nine months and used a design-based research approach (Anderson & Shattuck, 2012; Bell, 2004; Brown, 1992). Data were collected using: principal, teacher and parent interviews; cogenerative dialogues with teachers during professional learning days and weekly 10 to 15 minute phone or Microsoft Teams meetings; and metalogues among the research team (Linda, Beryl and Narelle) (Willis & Exley, 2021; Willis et al., 2018). School and principal data were analysed using a framework which extends Schwab’s (1973) notion of commonplaces when planning curriculum. Advanced by Willis et al. (2021b), this framework discusses a curriculum of parent engagement under three headings: key players (students, parents and teachers); school learning (classrooms, curriculum and digital technologies); and school culture (schools and communities). Teacher, parent and student data were analysed using the C-H-A-N-G-E framework for engaging parents. Developed by Willis and Exley (2020), this second framework examines parent engagement using six interconnected themes— connections, home-school alignment, agency, new roles, generative collaboration, and empathy—which emerged during analysis of secondary data from stories shared by ISQ member schools during learning@home in 2020. EPIC 2021 was conducted in two phases. Phase 1 involved six ISQ member schools and principals and/or school leaders and Phase 2 involved collaboration with the case study teachers to innovate on an existing inquiry project to better align it with the parent engagement agenda and then to research with classroom teachers in two of these schools. The findings are presented as six school case studies (Phase 1) and four classroom teacher case studies (Phase 2). The case studies contain rich detail to begin to fill a gap in the literature about what parent engagement looks like and how it may be achieved in practice. The report also offers concise findings for schools and classroom teachers, identifies challenges at school and classroom levels, and draws conclusions and implications based on the opportunities and challenges to parent engagement which emerged from the research. EPIC 2021 faced limitations created by COVID-19 which disrupted the usual work of schools and teachers in Phase 2 and at times necessitated the cancellation and/or re-scheduling of research and/or school and parent activities.