Schools can play a key role in supporting and promoting inclusion and diversity, but one marginalized group often remains invisible in public schools: military-connected adolescents. To better support marginalized groups, we must learn more about them and their needs. Despite more than four million military-connected children in the U.S. and the understanding that they are a vital source of support for fighting forces, little is known about how military-connected adolescents define themselves or perceive their experiences as a member of the military culture. Using narrative inquiry, nine military-connected adolescents shared their insights, experiences, and thoughts on their identity development as it intersects growing up among the military culture. What emerged in the attempt to reveal the invisible lives of these military-connected adolescents is a perception of themselves as confident, empathetic, mature, and adaptable, which can help enlighten teachers and educational institutions to better inform teaching and learning among members of this invisible minority.