Chinese immigrant families are the fastest growing immigrant population in the United States. Yet, research on Chinese immigrant parenting is limited, mostly focusing on stereotypes such as the model minority myth and tiger parenting. Little is known about how Chinese immigrant caregivers (i.e., parents and grandparents), especially those with low socioeconomic status (SES), define and engage in supportive parenting. Drawing upon Harkness and Super’s parental ethnotheories and Darling and Steinberg’s integrative parenting model, this phenomenological qualitative study investigated supportive parenting among Chinese immigrant caregivers with low SES. Twenty-four Chinese immigrant caregivers with low SES and children between the ages of 2 to 12 from the Greater Boston area participated in focus groups. The focus groups aimed to identify parenting goals, values, and practices influenced by different cultural contexts. Our findings revealed a conceptualization of supportive parenting which included being highly involved and wanting to give guidance and instruction while respecting children’s autonomy and granting them freedom to explore. The findings have implications for researchers, parenting programs, and family service providers serving Chinese immigrant caregivers.