This study investigates the dynamics of school-parent partnerships and their influence on student learning in selected private basic schools in the Greater Accra Region of Ghana. Grounded in Bronfenbrenner's Ecological Systems Theory, this research examines the multifaceted reasons for parental disengagement and explores strategies to enhance parental involvement in education. The study employs a qualitative research approach, focusing on two private basic schools, Bishop Bowers School and St. Theresa School, both situated in urban Accra. Data collection involved semi-structured interviews with parents, teachers, and school administrators, complemented by document analysis and observations. The findings reveal that parental disengagement in these schools is predominantly influenced by socioeconomic constraints, demanding work schedules, limited educational backgrounds, and cultural beliefs that deprioritize educational engagement. Additionally, logistical challenges such as transportation and time constraints further hinder parental participation. The study highlights the significant impact of parental disengagement on students' academic performance, social skills, and emotional well-being, emphasizing the critical need for effective engagement strategies. Existing strategies in the schools, such as parent-teacher meetings, newsletters, and occasional workshops, are found to be inadequate due to their sporadic nature and lack of personalization. The research identifies the need for more consistent and tailored communication between schools and parents, alongside flexible participation opportunities that accommodate parents' diverse schedules. Furthermore, the study underscores the importance of creating a welcoming school environment that respects and integrates cultural diversity, thereby fostering a more inclusive atmosphere for parental involvement. Innovative strategies proposed include leveraging technology through educational apps and online platforms to facilitate real-time communication and engagement. Virtual meetings and webinars are recommended to overcome logistical barriers, while gamification of parental involvement activities can enhance motivation and participation. Personalized engagement plans and strong community-school partnerships are also suggested to address the specific needs and circumstances of families. This study contributes to the existing literature by providing a comprehensive analysis of the factors influencing parental engagement in basic private schools in Accra and proposing actionable solutions to enhance these partnerships. By fostering stronger school-parent collaborations, the research aims to improve educational outcomes and holistic development for students in the Greater Accra Region. The findings are expected to inform policymakers, educators, and school administrators in developing and implementing more effective parental engagement strategies that are responsive to the unique challenges and opportunities within their communities.