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This study examined the role of school personnel on the education of immigrant Latino families and their children in North Central Indiana. An ethnographic research design was used to examine the relationship between a Midwestern U.S. school district and immigrant families and its impact on the education of Latino children. Specifically, over the course of two years, 14 school personnel participated in the ethnography. Findings demonstrated that school parent liaisons were critical to developing a bridge between the schools and the immigrant Latino families and to the success of the children. Another important finding was that school administrators' proactive involvement in the education and lives of the immigrant Latino families and their children had resulted in a positive learning environment for the Latino children. Implications are provided for practice and policy.