The research in the study examined the development and effects of an alternative model of parent/teacher collaboration on behalf of student learning. The setting for the research was IMPACT School, a small independent school serving students in grades kindergarten through eighth grade. Two primary research questions were addressed: (1) What factors influenced the nature and nurture of collaboration between parents and teachers on behalf of student learning? (2) How did the parent/teacher collaboration influence the transformation of students' lives? The research methodology employed to resolve the questions addressed by the study was that of a phenomenological research design. The context of IMPACT School--its culture, structure, educational delivery system, parent involvement mechanisms, and results--shaped the backdrop upon which the phenomenon of parent/teacher collaboration emerged. The perceptions of the teachers, students, parents provided the data for the study. Focus group interviews with former students and individual interviews with parents and teachers were conducted to explore in depth the experiences of the participants. Transcripts were examined for common themes and then integrated into data dialogues for comparative qualitative analysis. The findings of the research showed that a deep collaboration between parents and teachers in relation to social and educational values informs and inspires the alignment of goals and processes for transforming the lives of students. The implications of the alternative collaboration for the transformation of schools were also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]