This single-case study examines leadership practices at an English language-of-instruction community school with over 70% Latino student population. We collected multiple data sources over a twelve-month period and used an asset-grounded theoretical framework to inform our data analysis and interpretation. Our findings describe how parents took on voice and agency in response to conditions cultivated by the principal and the community school coordinator. Students took on leadership roles when school leaders created opportunities for civic engagement across grade levels. This case reveals how school leaders grounded in cultural values and principles support Latino children and families in a community school.