The main purpose of this study was to analyze the status of school â€“community relationships exist, to find out those factors negatively affecting the relationships and identify working strategies to enhance school community relationship in Ethiopian community school in Jeddah. Accordingly, guided by four research questions, the sample of 518 respondents (344 parents, 95 teachers, 52 non-teaching staffs, 7 School Board of Directors, 5 PTA members, 3 consulate officials, 11 elected community leaders and principal) were selected through purposive and stratified random sampling. The concurrent mixed research design adopted as a better option for intervening in school-community relationships. Open ended Questionnaire and interview for qualitative data and closed ended questionnaire for quantitative was used in collecting data and analyzed using mean scores; frequency, percentage, mean and standard deviation were employed. Standard deviation and frequency with the help of excel spread sheet and Statistical Package for Social Sciences (SPSS) computer package and responses from semi structured open ended questionnaire, and interview schedules were organized according to pertinent aspects of the study. The findings revealed that despite the efforts made by all stakeholders in establishing school abroad in providing basic educations for expatriate children, the existed school community relationships in Ethiopian community school in Jeddah was inadequate measured by popular working scales of Epstein six typology of parental involvement. The incompatibility of interests, lack of shared visions, lack of training or insufficient training, lack of clear rules as to who should do what and when, poor economic status , lack of available resource ( time, information, materials etc.), Unaware of the various volunteer opportunities, discouraging administrative procedures for collaboration, Fear of taking risks , absence of clearly defined accountabilities community apathy and illiteracy among community members were similarly identified by principals, teachers and community leaders as the challenges to positive school-community relationship. The study recommended that schools need to educate all the stakeholders on various ways, so they can be involved and help in the management of the schools. Provide training, and support to encourage family engagement at home.Build the capacity of both families and school staff to share responsibility and work together as equal partners in improving school and student outcomes. The Programs designed to promote parent/teacher interaction should be in place, but with greater emphasis on students learning. Need to formulate a coherent framework and strategy that lays out how the school and stakeholders will work together to support student success. The school should create greater opportunities for closer relationship with the community in order to win favor of the community through the use of the strategies for improving school-community relations for effective school management. There is need to establish a proper model by the government to involve all the stakeholders in affairs of the schools, in order to address the societal needs, policy formulation matters on school leadership to make it all inclusive.rnKeywords: School-community relationship, parental participation, community school, perception, expatriate community