This technical report presents the findings of a study of perceptions of elementary public school educators regarding the academic and social emotional needs, existing institutional supports, and potential areas for improving school responsiveness to educational obstacles faced by military-connected children experiencing transitions and parental deployment. Interview, focus group, and questionnaire data were collected from teachers, principals, counselors, specialists, and district data services personnel serving eight schools in four local education agencies (LEAs) in Virginia. Constant-comparison and descriptive techniques were employed to identify themes pertaining to schools' ability to support student academic and social-emotional wellbeing. Findings and recommendations for improving school capacity to better serve military-connected children are presented. (Contains 1 table.)