This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal policies and mandated reporting to support new teachers in engaging families, the identification of theoretical frameworks that provide insight and rationale for teacher-family partnerships, and the inclusion of pre-service beginning teacher training focusing on partnering with families in the elementary school. Data for this case study includes beginning teacher training, interviews, document analysis, and anecdotal accounts, including teacher reflective journals. Utilizing case study and participant action research (PAR) methodology, the author identifies how providing professional development opportunities for beginning teachers supports increasing teacher-family engagement. The study focuses on beginning teacher training, as well as identifying attitudes and interactions with families, emerging patterns, and further research themes. Utilizing research in this case study, I set out to identify trends in the literature, research, and participant training modules to enhance training for beginning teachers in engaging families in the educational process. [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.]