Studies have shown an increase in student achievement when educational partnerships between families and schools exist. At the elementary school that was the focus of this study, there had once been a thriving family involvement program; however, the number of family-school partnerships had declined in recent years. Students, families, and teachers needed improved knowledge of the types of family involvement programs that everyone would be willing to participate in to increase student learning and achievement. The purpose of this case study was to determine whether the types of involvement currently offered to families at the elementary school matched the types of involvement in which families would be willing to participate. The study also determined which types of involvement teachers were currently providing and which they would be willing to provide. Epstein's 6 types of family involvement were used as a conceptual foundation for this case study. The study used questionnaires, focus groups, and interviews to collect data from 14 teachers and 25 families. The key research question involved determining what teachers and families were willing to participate in to increase partnerships and involvement. Surveys, focus group transcripts, and interview transcripts were analyzed for themes. A data spiral was used to analyze the data, and triangulation and peer review were used to ensure trustworthiness of the findings. By implementing the suggestions from this study, including more communication and family input, the elementary school may form more partnerships with families and the community, which may help to increase involvement and ultimately improve student achievement. This study offers implications for social change by helping create an atmosphere where the school, families, and community work together to help students succeed.