This article illustrates the experiences of teachers who conducted home visits as a way to cultivate sustainable avenues of school-home communication with families from an immigrant and/or language-minority background. The data stemming from these experiences are used to outline a sociocultural approach to conducting home visits and strengthening relationships with parents. This particular analytical lens addresses a significant gap in the literature concerning how educators across the K-12 spectrum should implement home visits. This article is especially relevant for school administrators seeking to establish what Auerbach (2012b) calls "leadership for authentic partnerships" with families and communities.