This study examined how school leadership for school and family partnerships is related to the percent of teachers in a school that engage families in their children's education. Using data collected from over 380 schools nationwide, we examined the roles principals played to establish school-family partnerships. Structural equation modeling analysis explored the associations of transformational and collaborative leadership for partnerships with the quality of partnership program organization and the extent of teachers' engagement of families. Results indicated that more active engagement of families by teachers was associated with strong transformational leadership for partnerships. Also, principal's strong collaborative leadership for partnerships was related to the quality of partnership program organization, which was then associated with the percent of teachers practicing active engagement of families. The findings suggest that school leaders must consider the multiple domains of their leadership in promoting school, family, and community partnerships to maximize teachers' connections with families.