Engagement unites the home and school as a partnership, elevating parents' roles as vital voices in the school and mitigating barriers to engagement. This current research aimed to fill a gap in the literature by investigating parent engagement from the perspective of the administrators as well as the parent in the context of their intergenerational and educational background. The purpose of this qualitative case study was to investigate the experiences of success and barriers of six mothers from diverse backgrounds and three school leaders in two rural Title I schools. Participants were identified through purposeful and snowball sampling. A series of interviews and a focus group were conducted to gather parent and administrator insights into the level of parent engagement experienced in the districts, strategies for success, and barriers to success. Additionally, the structural and cultural challenges to parent engagement were explored using Lewis' Culture of Poverty. Four themes common to parents and school leaders were identified: parental engagement is a high priority, administrative support for parental engagement, barriers to parental engagement, and benefits of parental engagement. Findings revealed that parents and school leaders generally agree on the challenges to parental engagement: communication, language barriers, previous school experiences, work schedules, family structure, and time constraints. While parents provided some answers, school administrators acknowledged the separation between school personnel and the home. This overarching theme among administrators was the barrier of teachers not understanding the struggles their families are facing while attempting to establish a balance between juggling attending their child's activities or missing work. An overview of the study's implications for policies and procedures, as well as suggestions for school administrators and staff to bridge the home-school parental participation gap. Researchers might use this study to identify the structural and cultural hurdles that continue to prevent parents from participating in their child's education. poverty. [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.]