Family and community engagement and leadership is necessary to creating and sustaining culturally-relevant and academically stimulating places for learning.1-3 As such, many learning environments such as schools are required to incorporate family and community engagement in their programs, yet rely on outdated and inequitable forms of partnering that can actually disengage many families and communities. In particular, nondominant individuals, families, and communities – or those marginalized and excluded due to race, language, socioeconomic status, gender identity, sex, and sexual orientation, etc. – are often most impacted by educational decisions, yet least likely to participate in the decision-making process. For example, funding decisions; curricular adoption, design, and implementation; and educator hiring and training are just a few examples that matter in the educational lives of students and their families and communities.This brief synthesizes promising research that leverages family and community knowledge and expertise and provides some key practices to supporting engagement and leadership. In particular, this brief focuses on collaborating with families and communities in science, technology, engineering, and mathematics (STEM) curricular design and implementation.