This exploratory case study examines the role of the community school coordinator (CSC) in the community school model in two urban elementary schools. It seeks to understand how the role and responsibilities of a community school coordinator supports fostering relationships with parents, teachers, students and the community (i.e. building the school social network for the purpose of meeting the academic and social needs of children). The community school approach as a reform of urban schooling seeks to implement systematic educational change in which partners come together to offer a range of supports and opportunities for children, youth, families and communities before, during, after school and during intercession (Coalition for Community Schools, 2006). The findings in this study help define the role of the community school coordinator (CSC) who serves as a connector between the school and community. Serving in an informal leadership role, the CSC works closely with the principal to develop and sustain relationships with internal and external school members (i. e. teachers and students, families, communities and agencies). These relationships seek to restructure how school and communities together accomplish the complexities of improving student learning and social outcomes for children and families. Implications for practice and further studies are considered to further examine this important role in the school reform literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]