Drawing on the concept of a narrative, this article describes three basic patterns underlying the roles and relationships between parents and educators in urban schools: the deficit, in loco parentis, and relational narratives. The author offers evidence for the narratives from the research literature and from her interviews and participant observation as a counselor, consultant, and researcher in urban school reform initiatives. The article concludes by identifying repertoires that counselors can use to foster relationships between parents and educators that enhance the academic achievement and social and emotional development of students.