Research indicates that schools that involve the family and community in a mutual and collaborative relationship are generally more successful. This relationship is endorsed by all stakeholders as a launchpad to boost the academic performance of children, increase school retention, motivate students, and strengthen families and communities. However, despite the compelling case for school, family, and community involvement, there is relatively little empirical evidence documenting its merits (practice and subsequent outcomes) in developing countries including Jamaica. A qualitative case study of four Jamaican high schools was employed to document the merits of school, family, and community involvement, and data was collected using interviews, observations, and document reviews. Epstein's Theory of Overlapping Spheres of Influence and six typologies of school, family, and community involvement helped guide the research to facilitate the comparison of the ways in which schools that have been ranked high and low-performing by the National Education Inspectorate, Jamaica involve the family and community. The research looked at the strategies schools used, the possible outcomes of this involvement, and the challenges faced. The study offers a revised theoretical framework of Epstein's model applicable to the Jamaican context and, potentially, to similar developing countries. Key findings reveal that both high and low-performing schools experience challenges in involving the families and communities, but the high-performing schools are intentional and make school, family, and community involvement a priority. The high-performing schools have strong leadership, and their involvement programmes are multidimensional and linked to particular areas of engagement. These schools exude an atmosphere of positivity and ii commitment to the process; they are student-focussed; they build relationships, collaborate, and form partnerships with stakeholders; and family and community involvement is a school-wide initiative. This led the schools to experience the greatest overlap with the family and community based on Epstein's theory. In addition, this study shows that leadership is crucial to the success of a school, family, and community involvement programme. Therefore, it is proposed that leadership be embedded at the centre of Epstein's model. This research provides some benchmarks for further similar studies in Jamaican or international school settings, especially in developing countries, and provides critical information for families, teachers, policymakers, and school officials attempting to design and implement family and community involvement initiatives. The study also identifies key implications for further research, policy, and practice for education policy planners.