In this article, we examine the behaviors and contrasting perspectives, attitudes, and expectations of three sets of stakeholders--school personnel and the two communities of parents that represented equal portions of the population at an elementary school that had recently undergone substantial restructuring resulting from a desegregation order. Based on our findings, we contend that disorganization, lack of communication, varying definitions of parent involvement, and unequal power relations hampered substantive parent involvement. We further conclude that these barriers reduce the school's capacity to engage parents in sustainable, meaningful home-school collaboration. We offer possible solutions, drawn from empirically-based literature on effective home-school interactions. (Contains 1 note.)