School reform has been a topic of discussion for many years. As a result, policy makers have sought to remedy the problems plaguing America's school systems by creating high stakes accountability and testing systems. Recognizing the fact that many factors influence student achievement and the associated gap, creations and reauthorizations of these accountability systems included goals and components designed to include the family and community. However, these policies and systems merely touched on the brinks of some of the experiences students face in their everyday lives. Seeking to unearth and investigate a reform system whose sole focus is the whole child, which includes the child's family and community, and grounded in Michael Fullan's Educational Change, Epstein's Overlapping Spheres of Influence, and Melaville and Blanks Five Variables Shaping Interagency Partnerships through the lens of civic capacity frameworks, this single qualitative case study explored the collaborative processes and initiatives a community school utilized to partner with the family and community as a means to support school reform efforts. It also examined the perceptions regarding the roles and benefits in/of collaboration. To answer the research questions, this research used multiple sources of data, including an analysis of documents, interviews, a focus group, and observations. Semi-structured interviews delved into the thoughts and ideas of a total of nine principals, community school coordinator, unionized employees, community organization employees, and parents. Moreover, to deepen the research, four stakeholders from each sector participated in a focus group. Triangulating the data, this researcher used thematic analysis to develop codes. 11 themes derived from the codes. Findings suggested that schools looking to use school-family-community partnerships as a reform method should focus on collaboratives processes that intentionally identify stakeholders and cultivate communication centralized on a shared vision. It is also imperative for schools to construct innovative opportunities for constant interaction that fosters inclusivity between diverse stakeholders. Lastly, schools should establish roles within the partnership between all stakeholders centered around the ideas of collaboration, communication, leadership, vision, and social capital. [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.]