The purpose of this study was to examine teacher and parent perceptions of the impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT). Teacher and parent surveys were administered to determine the relationship between the following variables: teacher leadership, administrative support, parental perceptions of effectiveness of communications, parental perceptions of convenience of scheduling of meetings, parental perceptions of usefulness of meetings, family engagement, and student academic achievement. Data from a Pearson correlation and a regression test were analyzed to determine which variables had the greatest significance on the impact of APTT on family engagement and student academic achievement. Based on the results of the study, parental perception of effectiveness of communications, parental perception of convenience of scheduling of meetings, and parental perception of usefulness of meetings had the greatest significance with family engagement and student academic achievement. Recommendations were suggested for policy-makers, district leaders, educational leaders, teachers, and future researchers.