U.S. public schools have an important opportunity to positively impact children and families from historically marginalized communities, serving as a stable point for children as they grow and a front-lines point of intervention for families. However, few schools are able to successfully create authentic, egalitarian partnerships with communities of color impacted by urban poverty. Coleman's (1988a, 1988b) seminal work on the social capital and academic success generated among low-income families with children attending Catholic schools, and Brinig and Garnett's (2014) research on the impact of Catholic schools in communities impacted by poverty led us to wonder what urban public schools might learn about family engagement from urban Catholic schools. The purpose of this qualitative study was to explore what a small urban Catholic middle school (Grades 4-8) located in a neighborhood significantly impacted by community violence, sex work, and drug use, does to engender trusting relationships with families and support the generation of social capital. Participants included 14 parents, students, and alumni who shared their experiences of being part of this school community and the practices or values that created strong community bonds and supported school persistence among children and youth. Results point to the importance of nonjudgmental attitudes among school staff, a communal organization of the school, and shared values across home and school settings.