The No Child Left Behind Act of 2001 (NCLB) established guidelines pertaining to student achievement and included requirements regarding parental involvement and communication between the school and home. Various issues stand in the way of realizing the level of parental engagement desired by educators and ordered by NCLB. Parental participation within many schools has been on the decline. This trend had become evident at the school selected as the site for this study. Located in Lawrenceville, Georgia, the research site was an elementary school entering its first year with a Title I designation. This qualitative research was a holistic single case study investigating the role technology could play in increasing parental involvement within the school setting. This research endeavored to explore how the use of currently available technologies could be combined with research-based best practices for increasing parental involvement and build better home-school partnerships. Eight face to face interviews were conducted with faculty members and parents in order to collect data regarding parental involvement. Observations of events designed to build partnerships were also considered during data collection. Empirical inquiry allowed the author to examine the perceptions, attitudes, and behaviors of parents affiliated with the research site in order to determine the most successful methods of addressing the existing barriers to involvement. The aim of the study was to help educators discover new ways to establish better lines of communication, increase engagement among parents, and build more impactful programs of parental involvement. The study revealed three primary obstacles to parental involvement at the study school; communication, conflicts in scheduling, and teacher attitudes. These barriers were addressed utilizing available technologies for electronic communication. The study indicated a receptive attitude among parents toward technology-based communications. While there is not one particular plan that will work for every school, this study revealed the numerous possibilities of utilizing technology to build better partnerships between the parents and educators. Recommendations for further research include a study focusing on parental preferences of specific types of electronic communications and an investigation focusing on the skills and training teachers need in order to facilitate stronger partnerships with parents. [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.]