Many within the field of educational systems design believe that in order for the ideal system to exist, where all stakeholders benefit, the users of the system must be involved in its design and implementation. This requires the users to engage in dialogue. First, however, more overall involvement is necessary in order to bring these stakeholders together in dialogue. This study investigates the current characteristics of stakeholder involvement and communication of a group of parents and teachers in an urban, east coast bilingual school community. Using critical discourse analysis, various forms of communication between participants was examined to determine the barriers, causes and solutions to their current level of involvement and the characteristics of the communication that is occurring because of these factors. This study examined the different discourse to determine if the necessary elements for dialogue, experienced facilitation, suspension of assumptions, and working as colleagues, were seen in this setting. The study found that while progressive types of involvement were observed there was not a critical mass of stakeholders involved to institutionalize the efforts of the group. Communication was at the discussion level however there were some elements, namely strong facilitators and solid reasons, for dialogue to occur.