A growing international interest in family-school collaboration is also seen in the United States, with teachers increasingly asked to take responsibility for partnering with parents. Yet, little is known about how teachers develop an understanding of supportive family-school or teacher-parent interactions. I conducted a thematic analysis of 44 empirical articles published from 2007 to 2017 that explored preservice and in-service teachers' experiences regarding family-school-community interactions. This review of extant research revealed: (1) ongoing concern from teachers about the lack of teacher education and professional learning opportunities supporting family-school-community interactions, and (2) evidence of teachers' interest in gaining knowledge for collaborating more effectively with families. The majority of the studies reviewed focused on teachers' learning in working with families. The recurring findings among the studies included: (1) improved skills in working with diverse families; (2) increased ability to reflect on personal assumptions regarding diverse families; and (3) a broadened view of family diversity. Across the intervention-based studies, opportunities to reflect on personal assumptions about diversity and to have authentic interactions with families were viewed as important components of teacher learning to develop the above skills. Lessons learned can be applied by teacher educators and educational researchers to better support prospective and practicing teachers in their work with families from diverse backgrounds.