Using a case study research approach the aim of this study is to develop an understanding of how home-school partnership approaches contribute to advancing student learning and achievement. Efforts made by schools to involve parents in the development of their children’s literacy and numeracy levels, which determine achievement, and access to the entire curriculum, are addressed throughout the study. Contextually this study is conducted within the current emphasis being placed on quality assurance, school self-evaluation, school leadership and organisational effectiveness. Designated disadvantaged (DEIS) post-primary schools are in receipt of additional resources in order to alleviate educational disadvantage. Planning at individual school level requires annual action plans to address problems in relation to attendance and retention, attainment and progression, literacy and numeracy and partnership with parents and others. School planning is subject to external evaluation by the Department of Education and Skills. Key research questions addressed in this study include evidence of leadership and planning which exists within DEIS post-primary schools to promote learning partnership relations with parents. Specific structures or arrangements in schools, to promote parental involvement in the development of their child’s literacy and numeracy skills, are examined. The study investigates evidence of collaboration between school management, teaching staff, programme co-ordinators and parents. The perception of parents in relation to links between the school and home and their role in the development of literacy and numeracy is examined. The study aims to highlight models of home-school partnership relations which contribute most to positive student educational outcomes. Findings indicate that the emphasis is on parents being responsive to school requests for involvement in school-based activities. Appropriate structures and strategies to support parental involvement in learning in the home have not yet evolved in DEIS schools. links between DEIS schools, parents, students and disadvantaged communities also need to be co-ordinated and developed. From an ontological and epistemological point of view this study is conducted within the naturalistic paradigm using an evaluative case study research design. A conceptual framework of parental involvement designed by Hoover Dempsey and Sandler (1995) concerned with the problem of difficult-to-reach families is used to scaffold the research. Data is collected using focus groups and semi-structured interviews. Ethical considerations are relevant at all stages of the research.