This qualitative study examined the impact of parental engagement on academically high-performing high school students and the perceptions administrators and parents have on the school-parent partnership. Participants were parents and administrators of students in four large urban, Title I high schools within a large independent school district in Southeast, Texas. The researcher used the Dual Capacity-Building Framework for Family-School Partnerships (Mapp, 2013), as a supportive structure for the research. The framework served as a model for building partnerships between family engagement and schools. The design of the study allowed administrators and parents to respond to questions that focused on the collaborative needs of parents and administrators that promote student success. In doing so, the researcher gained knowledge of best practices necessary from parental and administrator perspectives that enhance school culture and student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]