Background/Context: The demands of military family life are great, especially within the context of war. Yet, because less than 1 percent of the population serves, the unique needs and circumstances facing the more than two million children from military families are often absent from our collective consciousness. In the past decade, public schools have increasingly been called upon to serve children from military families. Educational research, however, has not kept pace making it difficult for educators to adequately address the needs of this unique student population. Purpose: Despite the field's ongoing commitment to understanding the educational experiences of students from underserved, first-generation, low-income, and/or minority backgrounds, research examining the educational experiences of children from military families, a group that is largely comprised of first generation, minority, and often times low income families who are underserved, is largely absent from the research literature. Consequently, educators know very little empirically about the experiences of children from military families within K-12 settings, and even less about their plans and aspirations beyond high school. The current study addresses this gap in the research literature and provides valuable insight into how practitioners, scholars, and policymakers can promote research and practice that empower military-connected children and families to realize their goals. Concluding Thoughts: This dissertation study uses quantitative and qualitative data to answer critical questions about the post-secondary plans and aspirations of students attending military-connected public schools. The current study also provides information about the college and career support(s) military-connected public schools provide students and families. Conceptually and theoretically, one of the main contributions of this study is that it is one of the first to describe children from military families as a unique and distinct cultural group, one that is invisible in the education literature. The current study also differs conceptually from prior studies in that it is one of the first to examine the notion of students having dual plans or aspirations. Aside from these conceptual and theoretical contributions, the current study addresses a notable gap in the higher education research literature, a literature base that has largely ignored the pre-college and post-secondary experiences of children from military families. (Abstract shortened by ProQuest.) [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.]