This problem-based learning project delves into the perceptions of school leaders regarding the challenges and strategies involved in fostering equitable family engagement within the school setting. Acknowledging the historical inequities in engagement practices, particularly affecting marginalized groups, the research team aimed to address the perceptions of school leaders on best engaging families and overcoming the barriers to family engagement. Additionally, the research team wanted to understand how leaders unite stakeholders to embrace the work of family engagement. Quantitative data collection involved a leader self-assessment, revealing a strong desire among school leaders to engage families and their proficiency in facilitating connections with community resources. Moreover, leaders emphasized the significance of shared decision-making to foster effective partnerships with families. Qualitative interviews with current school leaders in a Midwestern state corroborated these findings. Leaders demonstrated deliberate planning of activities mindful of accessibility considerations such as language, cost, and timing, thereby addressing barriers to engagement. Additionally, there was a willingness among leaders to tailor events to meet the diverse needs of their school communities, aligning with the six partnership practices outlined by Epstein (2019). Based on the study's outcomes, recommendations were made for future school and district leaders. These included advocating for dedicated staff to bolster family engagement efforts, increased funding for professional development aimed at enhancing cultural competence and listening skills, and improved theoretical grounding in family engagement for both current and aspiring leaders. Furthermore, the study underscored the importance of innovative thinking and strategic planning to surmount existing barriers and cultivate meaningful partnerships with families. This research contributes valuable insights into the multifaceted landscape of family engagement within schools, offering practical recommendations to empower leaders in creating equitable and inclusive school-family partnerships. [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.]