This study examines the engagement of local teachers and parents in a low-income urban elementary school. Based on participant observation and interviews with 10 teachers who have residential histories in their school's neighborhood, this phenomenological study examines the ways in which the presence of teachers in the neighborhood and their social ties to local residents contribute to trusting collaborative relationships with parents. By affirming the resources offered by local teachers and their important ties to parents, a school demonstrates its commitment to partnering with the community for the betterment of both students and families.