Middle-class parents have often been characterized as individualistic in their endeavors with schools and have been shown to advocate to the cultural advantage of their own children with questionable consequences or counter results for the children of others. This research paper situates the activity, influence, and multiple perspectives of the middle class upon school activity, even within a reform effort characterized by and supportive of diversity and community. School people and parent leaders in this research operated under the mandate of "promoting partnerships to increase parental involvement and school participation to encourage the social, emotional, and academic growth of children." Findings feature contrasting elements of middle-class activity influencing and structuring home--school relations within a diverse school community. The research illuminates the tensions and possibilities within this urban community, raises questions, and offers alternative interpretations of middle-class activity to a greater degree than usual. The Bakhtinian concept of heteroglossia allows interpretations of the actions and motivations among parents, providing options when parent populations comprise contrasting social groups. The conclusion not only highlights middle-class standards at work within partnership activities but also raises questions about how to best utilize leadership potential of strong cadres of parent volunteers in activities of organizations like PATHWAYS and Parent Teacher Organization.