Background: Across the nation, data on school performance indicate that, as a group, African American children and youth are not faring well. Educators, researchers, and community organizations have stressed that community engagement and involvement in the education of these youth is a key element in reversing current trends. Yet, while most educators want to involve parents and community in the education process, few know now to build the collaborative relationships necessary. Purpose: This qualitative case study examines the efforts of one community initiative to mobilize community efforts to improve the achievement of African American students. The purpose of this research was to illuminate the complex interrelationships within the African American community involved with the MAACK and between the community and school system. This case study addresses the following questions: (1) How do MAACK participants perceive their capability to advocate for the education of children, particularly African American students of low socioeconomic status (SES)?; (2) What is the format and substance of communication between school district personnel, MAACK participants, and other community members about education?; (3) What is the format and substance of communication among MAACK participants about education, particularly of African American and low SES children?; (4) What advocacy efforts MAACK Community members undertake, and what are the results?; (5) What, if any, effects do teachers perceive the MAACK Community Initiative having on school-community connections?; and (6) What factors are perceived by teachers and MAACK participants as contributing to parent and community involvement or noninvolvement? Setting: The study took place in Kanawha County, West Virginia. Kanawha County School District is the largest and most urban district in the state. In this county African American students make up twelve percent of public school students. Most African American students are concentrated in inner-city, low-income neighborhoods and schools. Participants: For the case study, 22 individuals associated with the MAACK Community Initiative were interviewed, including community members, district and school administrators, teachers and REL staff at Edvantia involved in the project. Additional data were drawn from meeting minutes, reports, and newspaper articles. Activity: The MAACK Community Initiative was an attempt to develop school/community partnerships characterized by two-way communication and true collaboration. The work of the MAACK has addressed two broad goals: (1) inform policies, programs, and strategies to address the achievement gap; and (2) work with community organizations to disseminate information to parent and students and to expand participation in community youth programs. The primary strategies for achieving these goals included: (1) school/community dialogues and (2) dissemination of information about the achievement gap and about school and community youth programs. Data Collection and Analysis: The case study method allows investigators to retain the holistic and meaningful characteristics of real-life events, in this case organizational processes (Yin, 2003). The case study is the method of choice when the phenomenon under study is not readily distinguishable from its context and when an examination of the complex interactions between a phenomenon and its context is desired (Yin, 1993). Data were collected through document reviews and semi-structured interviews. Documents reviewed included meeting minutes, work plans, work logs, Edvantia reports concerning the MAACK project, and newspaper articles. Interviews were conducted with 22 individuals with connections to the MAACK Community Initiative. The data obtained through the document reviews and interviews were coded by theme. Data from multiple sources provided triangulation and ensured a more comprehensive description of the themes identified. Findings: The MAACK has experienced significant success in bringing attention to the underachievement of African American students, increasing enrollment in community youth programs, and establishing professional development schools to develop and implement strategies aimed at closing the achievement gap. However, the MAACK faces a number of challenges in continuing and expanding its efforts. These challenges include (1) maintaining effective communication with the school system; (2) involving a more diverse group of community members and educators; and (3) keeping people actively engaged in the effort. Conclusions: While the flexibility of the MAACK and its ability to take on projects as they arise is a definite strength, the lack of a clear strategic plan to guide its work is a weakness. A strategic plan, periodically updated, with both long-term and short-term goals and objectives would help keep people involved by providing them with specific issues and activities toward which to devote their time and energy and maintaining one of the strengths of the organization, its flexibility. The MAACK Community Initiative now also needs to build on and strengthen the relationships developed during the dialogue process and the subsequent work. [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).]