This paper explores the context of reception for immigrant students and English learners in one medium-sized suburban school district in the northeastern United States. Using qualitative methods, the authors describe how, despite a troubling context of reception emerging from a normative and political community context that harbored resentment toward the new immigrant population, a community-based organization whose members served as boundary spanners between the school district and the community helped prompt district leaders toward more equity-minded policies. Given increasing culturally and linguistically diverse student populations in suburban school districts across the United States, findings from this paper have important implications for community engagement and school district policymaking.