This content analysis of the literature explores issues associated with engaging in parent-school collaboration with Latino immigrant families. Sociocultural factors that contribute to the success of parent-school collaboration are identified, and elements that are necessary to include in parent-teacher collaboration such that they are culturally responsive to Latino immigrant families are suggested. Aspects such as the importance of parent connectedness, intercultural barriers to effective communication, and potentially necessary elements such as construct broadening and shared governance are explored. Limitations to the exploration and implications for future research are also presented.