Studies have consistently shown that parental involvement and family engagement programs can positively affect the social, emotional, cognitive, and academic well-being of children. Nevertheless, research has also indicated that many programs are school-based (e.g. back-to-school night, parent-teacher conferences), and have historically marginalized families with different racial, ethnic, and socioeconomic backgrounds. While this perspective has been at the core of some scholars' works that challenge school-to-home relationships, such a critical framework has yet to be fully developed for same-sex parents. This phenomenological study invokes a queer theory framework and uses interview data to explore such school-to-home experiences for same-sex couples by focusing on four sets of gay fathers. Findings indicate that the fathers in this study were actively engaged with school-, home-, and community-based educational opportunities. Nevertheless, all four sets of fathers faced challenges making decisions for their children's schooling and navigating their children's education due to their two-father households.