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Language minority families in the school setting are often underrepresented at school events. The purpose of this research was to examine the relationship between ESL families and their children's school. Teachers submitted answers to a questionnaire eliciting their observations and feelings about ESL family involvement, ELLs wrote journal entries writing about their parents' participation at their school and seven language minority parents participated in interviews that explored their personal experiences with the school. The results indicate that parents, students, and teachers want to improve the relationship between ESL families and the school. Teachers and parents sited that communication was the greatest barrier in this relationship and more translated or interpreted information was necessary. Family involvement in the school was a positive experience for the majority of the ELL participants. The study suggests that improved communication between school and families might result in more ESL family participation in the school environment.