Involving parents in the college-planning process is essential to increasing access for students from low-income communities of color. Using the action inquiry model, we explore how collaboration between a school district and a university can empower parents to engage in meaningful conversations and planning related to college access. This qualitative case study draws from 3 years of data gathered from the development and implementation of a college-access program designed for underperforming middle and high school students who would be first-generation college students. Our findings suggest that parents want access to specific information, desire a deeper connection with other parents going through the process, and lack proper knowledge to feel empowered to lead discussions with their children.