Purpose: This study explores the community-building practices of a school leader at a middle/high school in a Latino/a and African American community. I analyze how the principal leveraged his immigrant identity and experiences to connect with immigrant families and adapt to their needs to form a sense of belonging in the school and neighborhood. I focus on the power of immigrant and BIPOC school leaders drawing from their cultural practices to lead efforts for family engagement. Methods: My study draws on a 3-year critical ethnographic study. Qualitative data sources include participant observation of school/community events; interviews with school faculty, parents, and community members; and participatory methods. I draw on the concepts of "pedagogies of acompañamiento" and "critical care" to theorize practices that educators employ to forge relationships with families and create humanizing spaces. Findings: I argue that the school's principal, a Latino immigrant, functioned as a "border broker" in helping families find a sense of belonging in the school and community. He embodied "pedagogies of acompañamiento" as he accompanied parents through marginalizing experiences and created spaces where they could share and participate in decision-making. Discussion: I highlight the possibilities of "pedagogies of acompañamiento" in school spaces and recommend practices for school leaders in designing engagement strategies.