This case study evaluated one site of a California teacher home visit program. Home visits have been an important means of connecting families and schooling. In 1999, California inaugurated a statewide home visit program to promote effective partnership between home and school for low-achieving schools. At this site, families in 3 kindergarten classrooms participated. Collected data included aspects of the state grant application, required teacher training, change in student attendance, change in parent attendance at school events, change in student discipline, teacher logs of the home visits, and administrator field notes. In addition, 24 in-depth interviews were completed with a purposeful sample of the 100 kindergarten families, all participating teachers, and staff in March 2009. The findings of the study supported 4 conclusions: (a) the state mandated training adequately prepared the teachers; (b) all interviewed parents, teachers, and administrators expressed high satisfaction levels with the home visit program; (c) this site met the grant requirements; and (d) home visits appeared to increase parental attendance at school events, maintained kindergarten attendance at a high level, reduction of student referrals, and broadened parental participation at school. The teachers reported that the statewide training was beneficial and provided valuable information regarding the structure of home visits and items to be included in the Teacher Tool Kits. The involvement of the parents at school and at home created a high comfort level between home and school among children, parents, and teachers thus promoting more open communication throughout the school year. The study met all aspects of the start grant, such as monitoring of visits, financial support for teacher time, purchasing of resources, development of parent meetings, and maintaining records related to the program. The average cost of the program was $150 per family. All participants revealed positive outcomes. Outcomes included bonding between teachers and parents in an informal setting, students felt excited about the teachers visiting their homes, and the wide range of resources that teachers provided such as health referrals, ideas for at-home activities to promote academic achievement. This study supports the grant requirement and, mandated teacher training as well as recommends statewide expansion of these grants. [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.]