The purpose of this qualitative explanatory study was to explore teachers' and parents' perceptions concerning the impact of their relationship on K-12 children's academic achievement. The following research questions guided the study: (1) How does parent engagement influence student academic achievement? (2) What are the barriers impacting parental involvement? and (3) What strategies can be used to improve parental involvement? The method of investigation included a teacher and parent survey review. The participants were teachers and parents of the children attending a small private K-12 Christian academy in Jacksonville, Florida. Using convenience sampling, the researcher created two surveys (one for teachers and another for parents) based on Epstein's framework theory. The surveys were pilot tested by two nonparticipant professionals working in the field. SurveyMonkey, an online program to conduct human subject online survey research (Mercer University, 2022), was used to design the survey. A generated survey link was sent to the participants' email requesting their participation in completing the survey. Participants were given a 30-day window to complete the survey, and they were informed that their identities would be undisclosed throughout the process. A reminder email was sent to the participants 10 days before the surveys expired, reminding the participants that the researcher was awaiting responses. The thematic analysis approach was selected to understand individuals' views and experiences (Castleberry & Nolen, 2018). Therefore, after the surveys closed, the data were downloaded to the researcher's password-protected laptop to begin the data analysis. The data analysis involved identifying patterns and themes from the teachers' and parents' survey responses. There were 6 teachers and 13 parent participants. The findings showed the teachers and parents understood the importance of their relationship on children's academic success. The results also reflected a consensus among the teacher participants concerning having an open-door policy being essential for ensuring parents feel a sense of community. However, when asked what strategies the school can offer to improve parent and teacher relationships for children's academic success, one teacher responded the school should do nothing because parents must show effort and concern for their child. The teacher's response showed it is necessary for the administrators to provide professional development training concerning the importance of parents, teachers, and the school having a cooperative relationship to ensure children's academic success. Although the frequency varied, the findings showed that most parent participants visited the school one to two times during the 2021-2022 school year for other than disciplinary concerns, such as attending open houses and school events. Themes related to the most significant barriers affecting the teacher-parent relationship included time constraints, personal demands, and miscommunication. Additional themes identified to reduce the barriers impacting the teacher-parent relationship comprised stronger communication, the school providing parents with more involvement, and volunteer opportunities. Therefore, it is recommended that the school creates a teacher-parent relationship plan to help build lasting relationships that support children's academic success. [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.]