The literature is sated with calls for more and better communication between home and school. Teachers believe that parents should be more involved, but seem at a loss as to how to make that happen, and parents often feel disconnected to their child's teacher and the school. Few would argue that it is the responsibility of classroom teachers to establish and build good relationships with parents. Building those positive relationships with parents may not always be easy, but the rewards have consistently shown to be worth the effort. Numerous research articles cite improvements in student behavior and academic success when something as simple as a home visit is implemented (Flessa, 2008; Learning First Alliance, 2010; National PTA 2010; Sandham, 1999; Wherry, 2009). While there is wide agreement about the potential value of home visits, little is known about how one should be conducted or the objectives of such visits. Clearly, there is a lack of effective models for how teachers can develop the skills needed to make such visits productive. The purpose of this paper is to explore quantitative and qualitative findings on the effects of a single home visit on relationships between the teacher and parents, teacher-student relationships, student behavior, work habits, and academic achievement. (Contains 3 figures.)