Background/Context: In the aftermath of Hurricane Maria, Florida's Mockingbird Public Schools (MPS) received approximately 3,500 students from Puerto Rico. The response to the displacement of Puerto Rican families involved quick decision-making by several stakeholders about how to receive students experiencing trauma and housing insecurity, and whose parents were under- or unemployed. How students experiencing displacement are integrated into their receiving districts is critical to their subsequent educational success and, given increases in extreme natural disasters, we need a better understanding of what care looks like in post-displacement contexts. Purpose: Using a care framework, and drawing from interviews with district administrators, school personnel, high school students, and their caregivers, we examine the ways in which MPS enacted care toward Puerto Rican families as well as the ways in which families received such care. Research Design: We conducted semi-structured interviews with a variety of MPS stakeholders. These included district personnel (10 interviewees), school personnel (38 interviewees), and families (40 interviewees among students and their caregivers). Analyses were conducted by four research team members by applying a constant comparative approach using NVivo software. Findings/Results: Findings show that care was most successfully enacted and received when addressing families' immediate needs, in contrast to supports for mental health needs, which were seen as insufficient by most stakeholders. Furthermore, we found supports for academic success were inconsistently deployed and unevenly received by students and their families, thus shaping students' access to educational opportunities. Conclusion: As educational disruptions and climate-related displacement becomes more common, it is important for receiving districts to develop policies and practices that facilitate displaced families' access to quality education. MPS enactment of care was shaped by the local communities' perceptions of themselves as caring individuals and organizations that felt compelled to aid people fleeing devastation in Puerto Rico. Yet, as Gay (2007) indicated, benevolence is not enough; displaced children need educational spaces willing to interrogate and disrupt socio-political and economic injustice in service of students' personal, academic, and professional well-being. In MPS, we saw the limits of such benevolence reflected in deficit-oriented narratives about Puerto Rican students' language proficiency and academic preparation, some personnel's unwillingness to support Spanish-dominant Puerto Rican children, and on the pushback against relief efforts experienced by district and school personnel. As a result, these truncated views on caring led to divergent experiences of caring across families, and inconsistent access to rigorous curricula and high academic expectations.