Educating and nurturing the next generation is a collective responsibility. When schools, families, community members, private organizations, public agencies, and civic entities work together, learners tend to be more successful and everyone benefits. As a response to new stakeholders' demands, a more rigorous and updated curriculum, school-community involvement policies since the No Child Left Behind Act of 2001 (2002), STEM skills expectations among all learners, technology trends, public school budget constraints, and a more data driven school system, school partnership programs have increased across the United States. Through partnerships in the education field, schools get the opportunity to experience a variety of benefits, such as volunteers, financial resources, mentors, guest speakers, school materials, scholarships, field trips, equipment, incentives, staff development, technology, building updates, and resources to enhance students' learning opportunities. School principals are crucial in nurturing school-community collaborative efforts, especially school-business partnerships, which have increased drastically in recent years. Despite the benefits linked to school partnerships, there are still school principals who have limited knowledge about their role in building partnership programs for their schools. Therefore, the purpose of the current study was to explore the principal's role, perceptions, and common practices in developing school partnerships, with a special emphasis in partnerships where businesses are involved. A mixed methods research design was employed to examine descriptive data gathered through an online survey that was distributed to all school principals from a large urban school district of North Texas. The research instrument used in the current research was a modification of a survey developed by DeHavilland Associates (2007). Data collected confirmed that most of the schools are currently engaged in some type of school partnership. The survey also revealed current school principals' practices in developing school partnerships, the perspective about some of the most common partners in the education field, and a top list of factors that may either help or limit the success of partnerships at all school site levels. [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.]