Families and Schools Together (FAST) is a collaborative program involving schools, families, and community-based partners in efforts to prevent substance use, juvenile delinquency, school failure, child abuse and neglect, mental health problems, and violence. Although evaluated extensively, there remains a dearth of qualitative data on child and parent perceptions of the FAST program. The present study helps to fill that gap with the implementation and evaluation of the FAST program using two school communities in Central Virginia. Qualitative data were collected via child focus groups and parent open-ended survey responses. Data were analyzed using a process called Concept Mapping. The results of this research are used to identify key strengths of the program components as well as potential adjustments to implementation arising from the views of child and parent participants. Particular attention is paid to the one-on-one "special play" as viewed from the target and non-target child. Relevance of these findings to the implementation and evaluation of other school-community programs are discussed.