The purpose of this qualitative descriptive research aimed to explore how novice elementary teachers describe home-school communication and how communication with parents influences student academic success in the southeast United States. The two research questions were: How do novice elementary teachers describe home-school communication? How do novice elementary teachers describe communication with parents to influence student academic success? The theoretical foundation was overlapping spheres of influence. The sample consisted of 11 novice teachers. This qualitative descriptive design included virtual semi-structured interviews and 2 focus groups that included three previous interviewees in each session, totaling six participants for data collection. The data analysis included descriptive statistics, a description of the phenomenon, and Braun and Clarke's six-step thematic analysis. The findings from this study identified five key themes, resulting in the illustration of the phenomenon. The results highlight the importance of understanding novice teachers' experiences with home-school communication. This study generated enough data to warrant further research. Therefore, recommendations for future studies include strategies for novice teachers to foster positive relationships with parents, training programs for novice teachers to connect with families from diverse backgrounds, and professional development opportunities for novice teachers that include communication best practices. [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.]