Research suggests that parent and community-referenced pedagogy initiatives foster academic inclusion for minority students. However, little research has investigated the benefits of such engagements for 'teachers'. This study's findings provide a more complete picture of stakeholders' dispositions toward school-based parent involvement in education. The study includes 2 levels of data collection/analysis. Ethnographic data were collected through participant-observation; subsequently, sequenced-scheduled interviews and follow-up conversations were conducted with 3 teacher respondents. The results demonstrate respondents' convergences regarding these engagements' "value added" dimensions for the "other." Teachers acknowledged benefits related to curriculum orientation for parents, opening lines of communication, building community, linguistic diversity as a resource, and parent advocacy. While respondents converged on "value added" for self, they placed different emphases on the dimensions of this value. Benefits cited related to: parents as teaching resources and collaborators, teacher learning from collegial interactions, career possibilities opened by university connections, and diversity as a resource.