Family engagement is rapidly shifting from a low-priority recommendation to an integral part of education reform. Research demonstrates evidence that family engagement positively impacts student outcomes, including grades, course rigor, test scores, social skills, and behavior. There is also a consistent relationship between family engagement and achievement across all ethnic and socioeconomic groups that persists across all school levels. Although school districts continue to strategize innovative ways to engage families, disparities exist in connecting with families, particularly families of color. Much like it is the district's responsibility to differentiate instruction to meet the needs of all learners, it is also the district's responsibility to differentiate family engagement for all families. This qualitative study included semi-structured interviews and surveys of pupil personnel workers (PPWs) in a large, diverse school system. The following research questions were addressed: What factors influence family engagement for students of color; What can itinerant staff do to better facilitate family engagement among students of color; In what ways do school districts measure family engagement; How do school districts change their behavior to engage families of color? The results were viewed through the dual capacity building framework for family-school partnerships developed by Mapp and Bergman (2019) and phenomenological theory to identify emerging categories. The main themes that emerged from the data analysis were: relational trust (respect, integrity, competence, and personal regard), relationships, mindsets and linkages to learning. The findings indicated that itinerant staff can better facilitate family engagement among students of color when they: understand and value cultural contributions as assets, allow for two-way communication with families, use multiple and repeated forms of communication, conduct a wellness check prior to meeting business, and prioritize collaboration with fellow PPWs to support families. The findings indicated that school districts can change their practices to engage families of color by: acknowledging family engagement as an equity strategy, valuing families as partners in their child's success, addressing and providing professional learning around biases and assumptions, and advocating with families for systems change. School districts can use the findings to better engage families of color. [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.]