International Baccalaureate (IB) Middle Years Programme (MYP) is commonly perceived as a form of international education appealing to middle- and upper-class families in China. In the IB official policies, the IB MYP internal assessments recognise the importance of parent engagement (参与, Can Yu) in assessments. Yet, understanding how Chinese parents engaged in the IB internal assessments is absent. Working through a Bourdieusian lens, we address this gap by undertaking semi-structured interviews with 14 Chinese IB parents from diverse educational and work experiences. The results revealed that parent engagement in the IB MYP internal assessments was sometimes “gatekept” by teachers and children, sometimes shaped by parental “capabilities” enabling or inhibiting their access to the IB MYP internal assessments, and still sometimes influenced by parental educational beliefs and backgrounds. Our study indicates that the field of IB MYP internal assessment is a differentiating social space, where not only teachers, and children but also parents with different capital portfolios and habitual dispositions are positioned differently.