A discourse of poverty can influence teachers' perceptions towards and ways of supporting parents' engagement in their children's learning. In 2021, Goodall invited us to examine the discourse surrounding a "culture of poverty" and seek ways to engage with parents so that we might dismantle systemic inequities. This study explored four primary school teachers' consideration of how they could adapt their own practices to strengthen families' engagement in their children's learning. Data collection incorporated transcripts from reflective practice meetings and semi-structured interviews utilised throughout a two-cycle process of Critical Participatory Action Research. The theory of practice architectures framed analysis of the teachers' language (sayings), activities (doings) and relationships (relatings) within parent engagement and the specific conditions which support and hinder practice. Within this study the participating teachers perceived that parent engagement is more achievable in a dominant community. Within the nondominant community where the teachers worked, social and cultural factors were perceived to problematise parent engagement. This paper advocates for schools to routinely embed reflexive practices which support teachers to examine and address systemic impediments to parent engagement.