This case study explores the question of whether school personnel are using the technology available to communicate effectively with the members of their communities? A plethora of communications technology is now accessible to schools, but the question remains whether it is being used to connect with the different members of one's school community. When it comes to change, schools lag far behind their business counterparts. Computers are being integrated into communities; therefore, they must be in the neighborhood schools. To paraphrase Papert (1996), schools have classically resisted change; yet, the way that computers are used to advance (or not advance) education, will impact the future of students and parents, if not the nation and the world. Schools have been known to stick with "tried and true" communications, including handwritten notes sent home and in-person conferences. "Technology" is more than a word today--it is a lifeline, one needed for guiding the work of every school and for creating much needed, family-school partnerships. The actual use of technology by school personnel should be a priority. This case study looks into a typical Florida middle school to see what is available, what is being used, and what members of the school community want from their 21st-century school in regards to technology communications.