It is well-established that home-school engagement can contribute to children's literacy learning. This research examined language arts teachers' and parents' perspectives of home-school engagement and literacy learning in a school located in a low-income area. The school was focusing on ways to improve students' literacy learning providing the impetus for this research. Ten language arts teachers were interviewed, and two focus groups were held with 26 parents or caregivers at the K-Grade 5 school. The following themes were found: contrasting perspectives on home-school engagement, differing perspectives on homework completion, and similar views on what motivates students in literacy. This article discusses implications for practice and proposes recommendations, such as the need for teacher agency and the increased engagement of school administration.