<p>Immigrant parents raising young children in America navigate among the cultures of their home county and of their adopting country. Traditional conceptualizations of parenting, including simplistic, static categorizations such as parenting styles, may not capture the complexity of these parents’ experiences. To address this limitation, this multiple case study employs the Dynamic Systems Model of Role Identity (DSMRI; Kaplan &amp; Garner, 2017)—a novel theory of identity development—to example how three Chinese immigrant mothers conceptualize and enact their parenting role identities and involvement with their young children (ages 3–5) in a major northeastern U.S. city. Using life-story interviews, home observations, and stimulated recall interviews, the study identified emergent patterns in mothers’ beliefs, goals, self-perceptions, and actions. Findings revealed that each mother embraced beliefs and practices of both Chinese and the U.S. educational systems, particularly around negotiating achievement-focused goals for their children. Second, all three mothers integrated a teacher role identity into their mother role identity, uniquely shaped by their own prior educational experiences and self-perceived characteristics. Finally, all three mothers navigated between dual (and sometimes dueling) role identities as independent people and as mothers. The DSMRI provides a productive lens through which to examine early family involvement among immigrant families and yield new insights into the complexity, patterns, as well as variability of Chinese immigrant mothers’ experiences in the United States. More broadly, findings also help to constructively critique reductionist ideas about parenting with which this community is often saddled, such as the <i>Tiger Mother</i> stereotype, and argue for the expansion and complication of static parenting categories.</p>