The purpose of this study was to use an action research approach to improve family-school partnerships within one rural high school. The action research process occurred over three school years and involved multiple cycles of investigation. Each cycle of investigation involved an ongoing, iterative process of reflecting, planning, acting, and observing (Herr & Anderson, 2015). Data collection involved multiple iterations of surveys, focus groups, and interviews with parents and faculty members. Through the cycles of investigation, systems to support the development of family-school partnerships at the school were created, implemented, and refined. These systems involved proactive and ongoing communication with families, professional development for staff, ongoing data collection to monitor progress and improve school actions, and accountability and support from school administration. These systems, and the collaborative research process used to develop the systems, are discussed. Finally, areas of continued improvement--particularly related to the ideological development of school faculty--are identified and explored.