Inner-city schools located in high poverty communities often operate with insufficient resources to meet the educational needs of students. Community residents serving as paraeducators offer the dual benefits of expanding instructional capacity and fostering family-school relationships, provided they are appropriately prepared and incorporated with professional staff. This paper introduces a community partnership model for preparing members of the local community to serve as paraeducators and for fostering their working partnerships with professional school staff. A theoretical rationale demonstrating the significance of this model for students from low-income and ethnic minority backgrounds is presented, and key elements in establishing it are discussed. The application of the community partnership model for preparing paraeducators is illustrated through a case example, the Reading Partners program. Future directions to empirically advance the community partnership model are presented. (Contains 1 figure and 1 table.)