Supporting the mental health of youth and fostering caregiver collaboration through family-school partnerships (FSP) are critical functions of schools. Both school-based mental health services and FSP have demonstrated a myriad of positive outcomes for students. Including FSP within school-based mental health services often produces enhanced and generalizable outcomes. While research has demonstrated that the presence of school-based mental health services and family-school partnership (FSP) practices have increased in recent years, little is known regarding the discrete practices, referred to as implementation strategies, which best predict school mental health practitioners’ (SMHP) ability to effectively implement FSP. Using multiple linear regression, this project used SMHPs’ perspectives on their use of an established compilation of school-based implementation strategies (i.e., School Implementation Strategies, Translating ERIC Resources (SISTER) project; Cook et al., 2019; Lyon et al., 2020), as well as their perspective on the importance of each implementation strategy to predict their self-reported use of FSP practices within a multi-tiered system of support (MTSS). Results demonstrated that greater rates of SMHP self-reported use of implementation strategies were highly predictive of SMHP use of FSP practices. The results further indicated that greater rates of self-perceived importance of the implementation strategies moderately predicted SMHPs use of FSP practices. The survey developed within this project represents a novel method for measuring the applied use of implementation strategies in schools. This project provides implications related to increasing use of effective FSP in schools by SMHPs. Further research on this topic is required to continue bridging the research to practice gap in the area of effective implementation of FSP by SMHPs.