School leaders fail to recognize parents' and teachers' perceptions of factors that affect children's learning in elementary schools, resulting in the problem of low parental involvement and academic achievement. The purpose of this quantitative method comparative design study was to examine the perception of parents and teachers concerning academic orientation, school communication, and school environment at an urban school. Bourdieu's Cultural Capital Theory provided the framework for this study. Three research questions focused on whether differences exist among parents' and teachers' perceptions of academic orientation, school communication, and school environment. Participants of this study included archival parent and teacher survey data collected from a school district's public access website in North Texas. Data were collected, and Pearson correlation was performed using SPSS software. The findings indicated that while a positive correlation existed between parent and teacher perceptions, there was no statistically significant difference in means. Descriptive statistics and Paired t-tests were used to determine whether the mean difference between two sets of observations was zero. Recommendations for practice for school leadership included implementing a diverse school curriculum, examining current communication practices, and providing students with a safe and supportive environment conducive to learning. Further research is needed to investigate whether or not providing a diverse school curriculum for students with similar demographic profiles impact parent and teacher perceptions of an elementary school. [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.]