With the idea that schools in low-income urban areas require stronger communities to improve educational outcomes, this discussion paper examines questions related to the authentic engagement of communities in school and community partnerships. It presents three key ideas for considering authentic engagement: place-based policy, community-based versus institution-based partnerships, and community capacity. It discusses grant guidelines as expressions of policy to foster partnerships and the ways three particular grant programs encourage (or not) authentic engagement of communities. The discussion paper draws from Chapin Hall's work on school and community partnerships and an evaluation of a local project funded through one of the grant programs to elaborate on the dynamics of vision and trust that surround partnerships. It suggests these dynamics might be successfully navigated through planning periods, thoughtful incorporation of multiple perspectives into partnerships, attention to the role of organizations that are external to the community in partnerships, and use of external and internal intermediary organizations to support the development of trust and connections to the broader community. The paper ends with a discussion of the importance of clarifying the logic of partnerships. This would support strong evaluation efforts and make an understanding of how they work in practice and with what results more broadly available. (Contains 7 footnotes and 1 table.)