This article reports on an investigation of African American families' perceptions of their experiences in an after-school involvement program at two inner city schools, one public and one Catholic, in partnership with a university. A sociocultural-based program model was used to facilitate documentation of family studies and to prepare preservice teachers in working with inner-city families. Using a semistructured interview and secondary data sources, five conceptual categories were constructed to form the study's interpretive themes of families' perspectives of involvement: (1) traditional invitations for family involvement; (2) barriers to family involvement; (3) children's outcomes; (4) the family role; and (5) a caring community. Forty-two family members participated with their children in the program, and one-quarter of frequent participants were males. Findings indicate that prior to program implementation, families received bureaucratic invitations to school involvement and perceived similar reasons for other families' lack of involvement. After program implementation, families reported positive outcomes for their children's learning and a sense of efficacy in helping them as they became part of a family-school learning community. The computer usage was a motivational factor for families' participation. Findings were discussed in relationship to broadening notions of family involvement and working in partnership with families, schools, and a university. Theoretical and practical implications for families, schools, and universities are discussed. (Contains 45 references.) (SLD)