Approximately 1.3 million K-12 public school students across the United States were identified as experiencing homelessness in 2019-20. In all cases, the stress, instability, trauma, and school mobility created by homelessness increase risks to physical, social, and emotional health and to educational engagement and achievement. Districts play an important role in creating environments and coordinating a set of supports that help these students overcome the challenges they face. However, districts face a number of challenges in identifying and serving students experiencing homelessness. The result is under-identification of students and insufficient support provided to students. This study examines how five school districts--Browning Public Schools, Cincinnati Public Schools, Polk County Public Schools, Santa Fe Public Schools, and Spokane Public Schools--work to serve students experiencing homelessness. The authors draw on interview data with homeless program staff, including coordinators, liaisons, and social workers, and budget data to describe how the districts identify and address the needs of students experiencing homelessness, how districts fund and staff their programs, and the challenges that districts confront in meeting the needs of students experiencing homelessness. [For the research brief, see ED626557.]