In a collaborative partnership between a public school district in the northeast United States and university faculty, social-emotional/behavioral (SEB) screening was implemented across the district at three elementary schools serving students in kindergarten through second grade. Although both parents and teachers served as informants in SEB screening, the purpose of this article is to discuss considerations for specifically engaging parents in the SEB screening process. The authors will describe their experiences in the context of a research-practice partnership to demonstrate key aspects of engaging families in SEB screening, including communicating with parents about screening, completing screening measures (including overcoming barriers to implementation and completion), and using data. Guiding questions are also provided to assist school-based practitioners in making decisions.