This study examines the ways in which a group of Korean American parents perceived and responded to institutional inequalities in a family-school partnership. In their school, which had a growing Asian population, the dominant group's middle-class perspective on parent involvement became normal and operated as an overarching structure. Drawing from critical inquiry and Ogbu's (1995) cultural ecological theory, this study unpacks the ethnic networks of a Korean meeting and the interactive relationships between the Korean group and the school. By focusing on the complex negotiations the Korean group constructed as they engaged in their children's schooling, this study reconsiders conventional avenues of parent involvement that often reinforce inequalities in building effective family-school partnerships across diverse families.