Online communication platform usage in education is growing, however, current research lacks consideration of widespread use to close the parent-teacher communication gap in elementary, Title I schools. This study aimed to explore online communication platforms and parent-teacher relationships, intending to contribute new information on the communication experiences and challenges that exist between the Confederated Tribes of Siletz Indians and elementary schools. Using a phenomenological research approach, the lived experiences of thirteen tribal parents residing in rural Oregon were explored to gain a comprehensive understanding of their reception and utilization of online communication. Semi-structured interviews were used to generate in-depth and detailed descriptions of the shared phenomenon. Through the data analysis of interviews, several centralized themes emerged which directly corresponded to the research questions of the study. For research question one, the themes encompassed various aspects of online communication, including reception, interaction, methods, motivation, sought-after information, and external channels. Meanwhile, for research question two, the themes revolved around challenges, barriers, and parental satisfaction with online communication from the school. The findings support the utilization of online communication tools between schools and CTSI parents. While the Remind application and emails were appreciated, they came with challenges like technology issues and excessive or overwhelming notifications, prompting the need for better strategies. Additionally, obstacles such as limited internet access and inconsistent responses hindered communication efforts. Despite challenges, parents strived to stay involved in their child's education, preferring quick and personalized updates through online channels. Overall, CTSI parents' experiences with school communication were diverse, reflecting varied preferences and obstacles. This study provided CTSI parents with an opportunity to share their perspectives in the research literature, representing one of the initial inquiries into the lived experiences of CTSI parents as they navigated online communication with personnel at their child's school. This research is useful to tribal members and school personnel and will help schools select and implement online platforms that provide successful communication approaches. [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.]