The purpose of this phenomenological study is to explore community engagement experiences as perceived by board members, the superintendent, and community members in a high-performing school district in North Texas. Interviews with ten participants (five current school board members, one past school board member, one district superintendent, and three community members) were conducted using a structured interview protocol based upon three research questions: (1) Using the Public Participation Spectrum, in what ways have participants experienced the four components of engagement (inform, consult, involve, and collaborate)? (2) In terms of the four components of the Public Participation Spectrum, on what specific district initiatives have participants been engaged and how would it be characterized? (3) In terms of the four components of the Public Participation Spectrum, what challenges have participants experienced that made it difficult to achieve collaboration? The researcher sought to gain an understanding of the perceptions of the participants relevant to the school board community engagement practices of a high-performing school district using an interpretive phenomenological hermeneutic approach. Findings from this study could provide guidance to school boards and district leadership teams regarding the best approaches to community engagement. [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.]