The purpose of this study is to have a better understanding on how community schools work in relation to their development, implementation, funding, successes, and challenges, as well as the conditions needed for implementation and coordination of services in order to provide assistance to children and families in need. The sample population comprised district administrators, site principals, teachers, community school coordinators, service providers, and parents. Qualitative methods (in-person interviews and site observations) were used. Results were used to analyze and interpret data. Findings indicated that the community school models at the school sites that serve lowincome families benefit not only the academic, but also the social-emotional well-being of the students and their families. The findings also demonstrated that a sense of belonging, and trust and safety are key elements present in an effective community school model.