This case study examines the role of parents as situationally positioned educators during summer months. It illuminates the processes employed by a public charter school to empower parents to support student learning. The study is an action research case study of one school in a small network of schools. The goal was to determine the effectiveness of the summer project involving parents that had been instituted years prior to replace the formal summer school. The study involved a review of parent survey data, student DRA scores, and interviews with school administrators and teachers. The findings demonstrate that when educators serve as mediators and when schools create a culture of collaboration, parents are able to support students during the summer. In this case, parents as school agents fostered a summer leap by which students gained in reading levels or at the very least maintained their learning from the prior school year. Engaging parents as situationally positioned educators may prevent the beginning of the year reteach.