The federal McKinney-Vento Homeless Education Assistance Act requires that students experiencing homelessness are provided with a free, appropriate public education and requires states and districts to address the barriers and challenges they may experience (42 U.S.C. §11431 et seq.). Implementation occurs largely at the state and local levels by state and local actors, including school principals. However, research has shown that principals receive very little professional development on serving students experiencing homelessness and do not understand well what is required by law (Ingram, Bridgeland, Reed, & Atwell, 2016; Waggoner, 2018). This may limit the support students need and are legally entitled to receive. The purpose of this qualitative, narrative study was to explore the stories of Pennsylvania principals in order to better understand the professional development and supports they have received and need to receive in order to appropriately identify and serve students experiencing homelessness. Eleven Pennsylvania principals participated in qualitative interviews. Analysis of the data revealed three themes and eight subthemes. Overall, the principals created their own working definitions of homelessness; received little or no preparation or professional development for serving students experiencing homelessness; and held varied perspectives on their roles with regard to serving students experiencing homelessness. Based on the findings, the researcher offered recommendations for districts, administrator preparation programs, and future researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]