This research tested an implementation intentions intervention to increase parent–teacher communication among Latino parents of young children. Parents (n = 57) were randomly assigned to form implementation intentions or simply goal intentions to communicate with their child's teacher. They completed measures of communication and goal intentions immediately prior to the manipulation and after the manipulation for 6 consecutive weeks. Implementation intentions increased parent–teacher communication among parents with higher initial (premanipulation) goal intentions but not among those with lower initial goal intentions. The findings support existing work on the conditions for implementation intentions to work, and address an important aspect of Latino children's educational success.