The study examines educator beliefs and practices of parent involvement for English-language learners. Central-office personnel, building administrators, and classroom teachers in 6 northeast Texas districts with rapidly growing enrollments of language-minority students were interviewed and observed. We identified 2 approaches for understanding the ways that educators supported and facilitated parent participation. Incorporating and developing Heifetz's (1994) theory of leadership to interpret findings, the study exposes the challenges in building relationships between home and school. We offer counsel and questions to guide reflection and action in balancing the technical and adaptive work for fostering parent-educator interaction, not only to support learning for English-language learners, but to strengthen schools as places where all benefit, participate, and belong. (Contains 1 table.)