Educators today recognize that the positive influence of parental involvement promotes higher levels of student academic achievement (Danielson, 2006; Jacobs & Kritsonis, 2007). A crucial element of parent involvement is effective communication between parents and teachers. Research shows that parents prefer to establish informal relationships with frequent, open, nonjudgmental exchanges with their children's teachers (Eberly, Joshi, & Konzal, 2005). Accordingly, this article aims to explore key research-based recommendations for school administrators and teacher leaders to identify and overcome communication barriers with parents. Parental Involvement Promotes Student Success Parental involvement, as defined by Greene and Tichenor (2003), is participation "in the educational process by improving one's parenting skills, developing positive communication skills between home and school, volunteer, provide learning opportunities at home, contribute to decisions that influence education, and collaborate with the community to support the school” (p. 242). Research findings from Henderson (1981; 1987) and Henderson and Berla (1994 ) identify the following benefits of parent involvement: 1) higher student achievement; 2) increased graduation rates; 4) improved student behavior and motivation; 5) improved school image among parents and students; and 6) increased parent satisfaction with teachers (as cited in Greene & Tichenor, 2003). Although participation may vary from parent to parent, Greene and Tichenor (2003), and researchers alike have. found that it is always beneficial to the student and teacher. Indeed, Davern's 2004 study argues that “positive connections with families are critical to providing high-quality and ...... at the center of the paper ...... diverse backgrounds as a means of improving levels of Student achievement in the United States: A national focus. Retrieved May 21, 2012 from the ERIC database. (ED499648). Lasley, M. (2005). Difficult Conversations: Authentic communication leads to greater understanding and teamwork. Group Facilitation: A Research and ApplicationsJournal, 7. Retrieved March 9, 2008, from http://www.iaf-world.org/files/members/v7%2013-20%20lasley.pdRichard, H.V., Brown, A.F., and Forde , TBC (2006). Addressing diversity in schools: Culturally sensitive pedagogy. Culturally responsive teaching resources. Retrieved May 23, 2012, from http://www.culturallyresponsiveteachingresources.org/Robinson, S., Kennedy, S. (2009, July). Standards in practice: An analysis of teaching gaps. Paper presented at the National Staff Development Council summer conference, Boston.