This study aimed to determine the moderating effect of parental involvement on the relationship between classroom management and student engagement in public school students in Region XI. The descriptive-correlational research design was utilized in this study. A total of 402 respondents were selected using the purposive sampling technique. Sets of survey questionnaires were utilized to obtain data from the respondents. The mean, Pearson Product Moment Correlation, and hierarchical regression analysis were utilized as statistical tools in the study. The results revealed that the level of classroom management of secondary public school students was high. Moreover, the level of parental involvement of secondary public school students was moderate, while the level of student engagement was high. Furthermore, there was a significant and direct proportional relationship between classroom management and student engagement, and parental involvement and student engagement. Finally, parental involvement did not significantly moderate the relationship between classroom management and student engagement. The result further suggested that there was no interaction effect that takes place in the model.