Using a person-centered approach, this study aimed (i) to analyze whether there are groups of students with similar profiles of perceived parental involvement in homework, and (ii) to study the relationship of those profiles with motivational engagement and cognitive engagement with homework. The participants were 433 students in the 5th and 6th grade in four schools in Asturias (Spain). The data were analyzed based on cluster analysis (k-means) and MANOVAS. Four profiles of perceived parental involvement were identified: high involvement of both types, low involvement of both types, mainly control, and mainly support. The higher the level of parental involvement (in both forms), the greater the students’ motivational and cognitive engagement. Girls differed from boys in that they placed much more importance on parental control, as high levels of parental control were sufficient for girls to be engaged in their homework. However, for boys to demonstrate some motivational and cognitive engagement, they needed to perceive that their parents were involved, although how did not matter (control or support).