Engaging parents in their children’s learning has the potential to improve students’ attitudes and their academic achievements. Until now, however, we have lacked an overview of the ways in which beginning teachers are educated and up-skilled to invite and support parental engagement in Australia’s 350 accredited teacher education programs. To address this knowledge gap, the Federal Department of Education and Training commissioned the Australian Research Alliance for Children and Youth (ARACY) to undertake research, conducted in collaboration with the Australian Council of Deans of Education (ACDE). The result is this report, which analyses the existing literature on parent engagement and researches the myriad ways in which Australian teacher education programs prepare graduates to foster parents’ active engagement with their children’s learning. Just under half (21) of Australia’s Faculties and Schools of Education have outlined how their programs prepare teacher education students to support parental engagement. They have discussed constraints and challenges, the research base and rationale for their approaches and their aspirations for future developments and improvements. The 21 teacher education providers, which responded to a survey sent to all 43 ACDE member institutions, represent a broad spread across states, territories and sectors. The sample reflects the diversity of public and private initial teacher education institutions at over 80 locations in regional and urban Australia and online.