Discussions about school psychology as a socially just profession have been underscored by racially and ethnically marginalized school psychologists since the 20th century. In the 21st century, the field has shifted toward an increased emphasis on social justice–oriented practices, resulting in a long overdue awakening regarding the experiences of marginalized people in the United States. One key idea that practitioners and scholars have emphasized is the need for school psychologists to collaborate with families and communities to assume a comprehensive, culturally responsive approach to service delivery and to promote equitable outcomes among students. In this regard, school psychologists must be intentional about addressing the needs of all youth through the provision of school, community, and family partnerships. This chapter provides an overview of critical considerations for fostering school, community, and family partnerships that are equity-centered and social justice–oriented.