Lack of family involvement in education is a significant issue within the public school system. Epstein’s work on different aspects of involvement in urban school districts informed the framework of this study. The purpose of this study was to determine families’ perceptions of family participation in academic and nonacademic activities initiated by an elementary school located in a large urban community. This qualitative case study included triangulated data from an open-ended questionnaire, a family focus group, and family interviews. The design of the study and the coding were based on Epstein’s six types of family involvement to determine effective ways of supporting families, schools, and the community. The data were coded and categorized to identify themes and patterns in the study; a combination of a priori and open coding was used. The participants indicated that lack of time, financial restraints, and language barriers were the most significant reasons for low family involvement. Positive indicators of family involvement included the school’s methods of communication (e-mails, phone calls, Friday folders, or other weekly reports), the positive environment, and the supportive attitudes of the faculty and staff. Family recommendations included additional training for adult family members in reading and math to support academic challenges conducted during non-school hours. Families also recommended parenting training to help address behavior and disciplinary issues experienced at home. The results of this study can lead to improved local school guidelines to address the perceived needs of the families. Implementing the study’s results may lead to social change by increasing family involvement and by increasing the partnership among teachers, students, and families in a concerted effort to support learning.