Despite the growing scholarly focus on Hispanic students and their families in the United States, their voices remain largely marginalized in family engagement efforts at both school and district levels across the Midwestern United States. This chapter presents a case study that investigates the perspectives and experiences of Hispanic newcomer families at an urban high school in the region. Guided by Mapp and Bergman’s (2019) dual-capacity building framework, the study challenges deficit-based rhetoric surrounding immigrant students and families of color and critically examines the current state of family-school partnerships. The authors advocate for promoting and sustaining school-family-community collaboration to support the success of diverse English language learners.