The purpose of this single-instrument qualitative case study was to investigate the roles, barriers, and strategies for effective parent-teacher relationships in middle school mathematics. The focus of this study was the accounts of three parents of middle school mathematics students in independent schools and three middle school math teachers in independent schools on their perception of roles, barriers, and strategies that increase or reduce building effective partnerships. Audio recorded semi-structured interviews were conducted to gather details about participants' lived experiences. The goal of the research was to gain knowledge on current parent, teacher, and school practices on parental involvement and ways to overcome barriers that prevent effective collaboration between the parents and teachers. This study's qualitative data and findings provided strategies for parents, teachers, and school leaders to build an active parent-teacher partnership in middle school mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]