The present study investigated the Influence of Home Parental Support and Volunteering in School Activities on Mathematics Outcomes of Learners in Public ECDE Centres in Emuhaya Sub County, Vihiga County, Kenya. The objectives of the study were to: establish the influence of parental learning at home support on Mathematics outcomes of ECDE learners and to investigate the influence of parental volunteering in school activities on Mathematics outcomes of ECDE learners in Public ECDE Centres. The study was grounded on Epstein’s (1995) Theory of overlapping spheres of influence. The study employed mixed methods research design. A total of 242 respondents (193 parents, 16 headteachers, 32 educators and 1 sub county programme officer) were selected. Questionnaires, Interview Schedules, Focused Group Discussion Guides and Observation Checklists were used to collect data. Quantitative data was analyzed through descriptive and inferential statistical techniques. Qualitative data was thematically analyzed according to themes. Data was presented through tables, graphs and pie charts. The findings revealed that majority of parents did not assist their children with learning at home and did not volunteer in school activities. The study concluded that parents were not supportive with numberwork activities of the children thus low outcomes. The study recommended that parents should set aside time off their busy schedule and actively participate in the education of their children both at home and at school with emphasis on numberwork activities. School administrators and teachers should sensitize parents on the importance of participating in school activities of their children. Significantly the study will benefit policy developers to utilize the study outcomes to draft policies that would inspire programs that may empower parents to participate in their children’s school activities.