Many military families are experiencing the effects of deployment in an effort to support the mission of the US Armed Forces. The purpose of this descriptive, qualitative study was to provide a description of how families living in the Southeastern United States who have experienced military deployment perceive parental deployment influences their Pre- Kindergarten through twelfth grade children's academic performance, if at all. Parental perceptions of the influence of deployment are supported by the confluence model, attachment theory, and Bandura's social learning theory/social cognitive theory. Research questions focused on how soldiers who have experienced military deployment and their spouses perceive their PreK-12th grade children's academic performance is influenced by parental deployment. Data were collected using semistructured interviews and an open-ended counselor's questionnaire. A purposeful sampling strategy was used to recruit a sample of 38, including 19 soldiers and 19 nondeployed spouses who had children in Pre- Kindergarten through grade 12. Thematic analysis revealed the following findings: soldiers and their nondeployed spouses perceive that academic performance is influenced by the length, number of deployments, parental attitude/support, and whether there was effective communication between parents and their children during deployments. Results provide school staff with valuable insight as to specific facets of parental deployment that soldiers and nondeployed spouses perceive as having both positive and negative influence on student performance.