A growing number of parents--particularly middle- and upper-middle-class parents--are working to fill budgetary gaps through their fundraising, grant writing, and volunteerism in urban public schools. Yet little is known about how this may shape norms and practices related to parental engagement within particular schools. Drawing from a case study of an elementary school undergoing demographic shifts in its student population, this article examines the scope and consequences of middle-class parents' collective engagement. The research reveals that parents brought new resources and educational opportunities to the school, yet their engagement through the parent-teacher organization (PTO) and the school's reliance on their contributions engendered tensions and exacerbated existing status positions among parents. The findings highlight the limitations of positioning middle-class parental engagement as a key intervention strategy in urban education. (Contains 4 tables and 8 notes.)