This workshop discusses two Australian studies (Baxter & Toe, 2021; Baxter & Kilderry, 2022) where teachers working within non-dominant communities reflected on their family school partnership practice. Teachers and school leaders made small changes to shift their focus from involving parents in schooling to engaging families in their children’s learning. Real-life examples from Australian schools will be discussed and problem-solved, providing participants with practical strategies to implement within their own communities. Key evidence and tools to support schools to distinguish between parent involvement in schooling and family engagement in learning, will be outlined.