The purpose of this study was to understand the perception of teachers with fewer than five year's teaching experience with military-connected students on their district's Professional Development designed to prepare teachers to meet the academic and social/emotional needs specific to a military culture at one overseas district that serves children of military sponsors. Military-connected students face challenges in the areas of mobility, deployment, academics, and social/emotional considerations which may cause them to encounter missing steps in the learning sequence. Professional Development plans, particularly those which include Teacher Leaders and differentiated training, may help teachers with fewer than five years' experience with military-connected students develop as educators who "lead classrooms and develop cultures that are more responsive to the social, emotional and academic needs of children in military families" (Office of the Vice President, 2012). The failure to train teachers in the topics of military-connected student challenges within PreK-12 classrooms may produce a negative impact on the education experience of military-connected students (Joining Forces: Education, 2017). This study sought to understand through the lens of teachers with fewer than five years teaching experience working with a military-connected student population at one overseas school district that serves students of U.S. military sponsors how Professional Development helps teachers lead classrooms that are more responsive to the social/emotional and academic needs specific to their military-connected student population. [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.]