Family-school-community engagement is a tool that can help schools and communities mutually elevate one another by forming a whole stronger than its parts. Family-school-community engagement occurs when families, schools, and community entities work together in mutually supportive relationships to support positive outcomes for all stakeholders. While all stakeholders have a role to play in family-school-community engagement, school leaders are integral to the facilitation of these partnerships. Today, researchers understand the positive relationship between family-school-community engagement and the health of schools and communities. Family-school-community engagement is beneficial for all stakeholders in a school system: students, families, the school, and the community. However, few communities reap the rewards of family-school-community engagement. The purpose of this study was to investigate urban school leaders' perceptions regarding barriers and challenges they experienced in their efforts to facilitate family-school-community engagement. Narrative inquiry was used to tell the stories of seven participants' experiences with facilitating family-school-community engagement. Three research questions were addressed in this study: (1) what is the nature of family-school-community engagement in urban schools; (2) what barriers prevent urban school leaders from facilitating family-school-community engagement; and (3) what challenges do urban school leaders face while facilitating family-school-community engagement? Data were collected through virtual 1:1 interviews. Data were analyzed using narrative and thematic analysis. Three themes were used to construct the findings of the study: (a) it happens at the school, (b) school leader's role; and (c) safety. Findings indicate that family-school-community engagement happens at the school. The barriers and challenges identified were: safety concerns and the role of the school leader. The conclusions of the study are: (a) leaders can be at multiple spots on the continuum; (b) family-school-community engagement is a family-school-community effort; (c) stakeholder behavior is a concern; and (d) the role complications the relationships. The implications for school leaders are: (a) leaders should lead; (b) facilitate activities in a variety of settings; (c) create and review norms with stakeholders; and (d) use restorative practices with stakeholders. Future research should seek to identify solutions to the challenges and barriers of school leaders' facilitation of family-school-community engagement that were outlined in this study. [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.]