This chapter examines teacher beliefs and their impact on support around parents’ engagement in learning and involvement with schools. It challenges the homogeneity of the concepts “teachers” and “parents” as specific groupings and highlights the impact of deficit views of marginalised families prevalent in schools. Through the lens of critical race theory (CRT), the chapter examines how deficit views are normalised and applies Marchant’s tenets of CRT to examine how school staff work with parents. It then suggests a counter-narrative to prevailing deficit views. The chapter concludes with a plea for disruptive practice and a move away from assimilationist practices, towards hopeful, informed, reflective practices, co-constructed with families.