This article draws on systems theory, complexity theory, and the organizational sciences to engage boundary dynamics in the creation of parent-school partnerships. These partnerships help children succeed through an emergent process of dialogue and relationship building in the peripheral spaces where parents and schools interact on behalf of children. Historically, parental involvement and parent education programs evolved from mechanistic thinking. This review and interpretation of multidisciplinary research suggests reframing parent-school partnerships in the context of schools as learning communities that generate new knowledge and innovation as the experiences and competencies of teachers and parents interact to make tacit knowledge explicit. Knowledge society concepts including social capital, actionable knowledge, networked innovation, and communities of practice are applied to parent-school partnerships. Acknowledging vast contributions of research to current understanding of parental involvement, the article also explores the limitations of existing theoretical models and seeks to expand that understanding through the introduction of boundary dynamics and systems thinking.