The National Association of School Psychology recognizes the role that family engagement holds on school functioning and student outcomes. This article describes a qualitative study using constructivist grounded theory to explore systems-level family engagement practices in urban schools that implemented a Comprehensive Behavioral Health Model (CBHM). CBHM uses a data-driven Multi-Tiered System of Supports (MTSS) to provide behavioral and mental health services. Individual semi-structured interviews were conducted with six school psychologists representing seven CBHM-affiliated schools to explore perceptions of school-wide family engagement practices. Qualitative findings included five categories: commitment, communication, fostering a school community, feeling disconnected, and underdeveloped school systems. Findings revealed that families were engaged in various aspects of CBHM, and school psychologists promoted family engagement in multiple ways. However, efforts were at times unconnected to CBHM implementation, necessitating greater dialogue with families to integrate CBHM into wider systems. Implications for systems-level family engagement practices are also described.