Research on the impact of mobility on children's academics has varied, although the majority indicated negative consequences. A gap in the current literature remains regarding how the mobility of children of service members, who attended public schools, relates to academic performance. The purpose of this study was to investigate the relationship of mobility of children of service members in public school and Virginia Standards of Learning (VASOL) reading scores at 3rd and 6th grade. Along with studying the effect of mobility on reading in relationship to the balanced approach theory, other factors such as the rank of service member were considered. Thirteen children from 3rd grade, 7 children from 6th grade, and 2 children from other grades were included in the study. The parent participants completed a mobility/demographic questionnaire and provided their child's VASOL reading score. Correlation and multiple regression were used to test hypotheses. There were no significant relationships between mobility and the VASOL Reading score for either grade. No significant relationships were found with any variables studied. Implications for positive social change include continuing to provide adequate transitional support to the military family members by providing detailed information about school districts prior to moving and providing in-service trainings for public schools in order to ensure continued academic success. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]