While school systems have the arduous task of educating a plethora of diverse students from different backgrounds and social economic status, the task is multifaceted. Epstein (1995) argued that to successfully meet the goal of improving education for all children, there must be considerably more involvement from parents, the community, and other stakeholders working together to promote the success of all students. To meet the needs of such diverse students, their families, other administrators, and faculty (i.e., school community), school leaders, according to Green (2013, p. 14), must engage in several processes: (1) have knowledge of the emerging issues and trends that can potentially impact the school community; (2) be able to recognize the need to involve stakeholders in school decision-making; (3) assess whether they are highly visible; (4) assess whether they are actively involved; (5) assess their effectiveness in communicating with the larger community; (6) assess whether they give credence to individuals and groups whose values and opinions may conflict with theirs; and (7) assess whether they are recognizing and valuing diversity. While much is known about the necessity for parental and community involvement in schools, very little research explores teachers' views of their school leader's role in developing and maintaining school and community relations. Since it is well documented that collaborative and participatory leadership is critical in the success of an organization and the culture of such organization (see Green, 2013), it is presumably just as critical to explore such dispositions of those individuals directly involved in the day to day structure of the school and the teaching and learning processes of students and faculty. In short, there are few research studies directed towards teachers' perceptions of their urban school leaders' roles in creating and sustaining partnerships with community, stakeholders and families. Considering the importance of community involvement and support in the success of student achievement, it is critical that other denominating factors are explored and not delineated from the overall establishment of the professional learning community. Therefore, the purpose of this study is to understand teachers' dispositions regarding their school leaders' role in community involvement and support within their urban schools. That is, skills that contribute to the organization's "success in building positive relationships, developing a supportive culture, and effectively communicating with all stakeholders" (Green, 2013, p. 232).