Despite the rhetoric, establishing effective home-school partnerships remains a puzzle for Turkish educators. Extant literature in Turkey provides some guidance, but these studies focus heavily on problematic cases and merely request educators' and parents' perceptions about existing problems. The current study focuses on an exemplary literacy teacher ("Mr. Kara") in an urban public school who was recognized for implementing an effective partnership program with the parents of his counseling classroom1 (8-E) and examines what Kara and the 8-E parents were able to achieve. Findings of this case study reinforce the importance of educators' leadership and their values, dispositions, and practices, as they were displayed by educators in promoting or disabling positive relationships with parents. Findings showed that 8-E parents were previously avoiding home-school partnerships because of their negative partnership experiences in schools. This one teacher was able to change about 75% of the parents' negative preconceptions by his proactive leadership. In this case, Kara believed in all the parents, viewed them as dedicated advocates for their children's education, and built on the parents' care for their children. He took responsibility for establishing a positive partnership and strategically fought parents' negative preconceptions about schools and educators.