As an informal teacher-leader at my elementary school, I set out to investigate the prevailing attitudes and beliefs about family involvement and engagement among stakeholders at Phoenix Charter School (PCS). I came away with three major findings: 1) There is no collective definition of family involvement, but almost all agreed that families must be proactive in reaching out to educators; 2) Linguistic differences are not being supported, making it difficult for parents and teachers to build relationships; 3) Implicit biases, assumptions and presumptions on behalf of all stakeholders are influencing the decisions and actions of parents and staff. These findings indicate a foundation on which to build stronger family engagement practices, and I will use them to propose a series of action steps for the administration of PCS to consider implementing.