This article presents findings of qualitative research commissioned by the Achievement for All project in a UK local authority. The research investigated how schools should engage parents, including those considered to be "hard to reach". A focus group methodology was adapted to enable parents to provide answers to the research questions. The majority of parents contributing to the three focus groups were considered to be "hard to reach" by the schools that their children attended. The analysis employed an inductive thematic approach as a further means of listening to them. Main findings are presented as "a taxonomy for terms of engagement." Implications for educational psychologists are raised. (Contains 3 tables.)