Public schools across the United States are experiencing an increase in Cultural and Linguistically Diverse (CLD) students, particularly those of Latino descent. Latino children are at a high-risk for mental health problems (i.e., depression, anxiety, risk of suicide, etc.) and face greater risk factors when compared to many of their ethnic counterparts. School psychologists are in a unique position to support their mental health needs. However, in order to enhance mental health outcomes, home-school collaboration becomes fundamental, particularly when working with Latino families. This article will examine Latino parent definitions and educator expectations of parental involvement in school systems. Home-school collaborative inhibitors (barriers), as perceived by Latino parents, will be examined and discussed. Epstein's "Framework of Six Types of Involvement" will be adopted as an outline for fostering and sustaining home-school collaboration and overcoming identified inhibitors. Culturally and linguistically appropriate strategies based on Epstein's framework will be examined. Implications for school psychologist and educators will be discussed. (Contains 2 tables.)