This study explored ways to increase authentic participation of Mexican American parents in the education of their children. It focused on direct dialogue between Spanish-speaking parents and English-speaking school personnel and how dialogue facilitated group development. The design of the study included phenomenological inquiry and action research. Two key findings of the study were as follows: One, parents reported that explicit training in group participation through democratic dialogue was critical to their understanding of participation. Two, use of the dialogue approach played an important role for all participants, particularly, the parents, as illustrated through their reported transformations.