Parental involvement is an integral component in the educational environment. Student achievement and parental satisfaction requires ongoing well-planned series of activities involving parents in "home and school based activities" to assist teachers and school administrators in the accomplishment of learning objectives and goals. These strategies and activities bond or connect the home, school, and community together. This article examines one of the findings of a case study which discussed how teachers of a newly created public school academy attended to the needs of their community by creating a charter school that utilized an African-centered curriculum and parental community involvement model. From the school's inception, parental and community involvement was emphasized. The data for this study was drawn from interviews, observations, and surveys of stakeholders at an African-centered charter school. Specifically, teachers and the administrator provided or participated in a demographic survey, teacher autobiography, four semi-structured in-depth interviews (lasting 1-2 hours), one focus group, and observations of school activities and classroom teaching and learning. The school under consideration, Sankofa Shule, was established under Michigan Public Academies legislation. Sankofa supported involvement of African American parents through policies, programs, and practices that were effective for the teaching and learning environment. Parental involvement allowed both parents and teachers to be participants in creating new academic standards, aligning curriculum and assessments with the new standards, creating environments supporting reform, holding their school accountable for results, transforming professional development, involving the parents and the community, and fostering incentives for interagency cooperation to fulfill the needs of all students in their care. (Contains 1 footnote and 2 tables.)