This study captures critical counter-stories (Solórzano and Yosso, Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry 8(1), 23–44, 2002) between three Black scholar-practitioners and their university professor to explore the possibilities and limits of reciprocal, authentic, justice-oriented partnerships between schools and Black families in Ontario, Canada. In highlighting the agency, advocacy, and efficacy of Black parents and families in schooling, this chapter moves beyond race-neutral approaches to parent engagement that fail to account for the important ways in which Black families challenge and extend notions of parent engagement that have largely served white, middle-class families. Instead, possibilities for relationality are explored through concepts of reciprocity, authenticity, and justice by unpacking deficit conceptions of Black families as “needy,” centering the role of Black educators in forming and maintaining relationships with Black families, and questioning the ways in which concepts like “Black excellence” are used to conceal systemic racism and maintain power imbalances. The authors conclude with seeds for reflective questions and ethical engagement, applicable to Black families as well as educators, educational leaders, and educational researchers.