Recognizing the need for family, school, and community members to participate in partnerships to support middle level children, this study investigated the perceptions of family members, community members, and middle school teachers regarding their relationships with each other from a perspective that views all three groups as integral parts of a complex ecological system with equal standing. Six focus group interviews were conducted with groups of 3 to 8 persons, with group interviews conducted separately for parents of middle school students, middle school teachers, and community members who were involved with middle school students. A total of 15 family members, 12 teachers, and 6 community members participated in the study. The findings provided insights as to how participants' views of their roles and responsibility with children influenced how they see their role in working with other adults. Three areas were identified that influence the participants' perceptions of their roles in working together: (1) development of the relationship itself; (2) lack of communication; and (3) value conflicts. Findings support recommendations for civic leaders, community members working directly with middle school children, educational leaders, family members, teacher educators, and educational administration educators. (Eight appendices include data collection instruments, a matrix of findings, and suggestions for starting a family involvement program. Contains approximately 115 references.) (KB)