Military-connected children are a unique population that face specific challenges such as behavioral and academic challenges and teachers should have specific professional development to address these needs. The purpose of this qualitative study was to investigate how the lack of in-service professional development influences teachers' perceptions towards military-connected children. Guided by the instructional leadership theory and culturally responsive teaching, this study was designed to show teachers' knowledge of the military culture and what specific professional development is needed to educate military-connected children effectively. For this study, a sampling of twelve educators participated in open-ended interviews. The data was transcribed and analyzed using the selective coding method. The results from this study indicated that teachers understand that teachers are knowledgeable of the military culture but would like professional development that centers on the military transition cycle, behaviors, and more resources to help military-connected children. The recommendations for future research include expanding the population size and to study administrator perspectives of military-connected children. [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.]