This study explored how graduate coursework can impact urban teachers' knowledge, skills, and dispositions regarding family and community involvement. (Note: California requires graduate work for teacher certification.) Specifically, the research investigated how teacher attitudes toward family and community involvement changed after taking a graduate level course taught at two separate universities. The study utilized mixed methods combining a semantic differential study of graduate student attitudes with a qualitative analysis of the students' perceptions of their experience in the course. Results from the semantic differential (p less than 0.05) and qualitative data indicate a significant change in teachers in three global areas: (a) their professional knowledge and skills, (b) their professional dispositions, and (c) their authentic relationships with students, their families, and the community. The findings from this study can be used by teacher education programs, university professors, and school districts as they structure and implement programs that support and encourage teachers in interfacing with their students' families and communities. (Contains 5 tables and 1 figure.)