One of the greatest misconceptions still found in public schools is the erroneous belief that parents of immigrant students do not care about their children's education. However, the fact is, these parents care and are able to demonstrate it when they are respectfully embraced by a school community that recognizes how much they can contribute to their children's learning. This mistaken belief forced a community of teachers-as-learners to ask the question: How can we lessen the fears that many immigrant parents have about coming to school, and instead, engage them in the school community? When exploring this issue, it became apparent that in order for immigrant parents to become a vital part of the school setting, two elements needed to be in place. First, a community of "teachers-as-learners" was created to challenge misconceptions about immigrant groups. Second, the school community had to openly embrace the needs of immigrant parents by involving them in the educational process without criticizing any sociocultural, socioeconomic, and sociolinguistic differences that existed among parents and teachers. When parents encounter a school community that addresses the need of their children using teaching practices that take into account cultural and linguistic differences, they will, in turn, feel respected, appreciated, and cared for. Once this is accomplished, immigrant parents will make the effort to become vital members of the school community.