Each time children change schools, they leave behind friends, and must adapt to a new environment. This new environment may include not only a new school, but also a new home, a new neighborhood, a new part of town, and, potentially, a new family arrangement. This larger array of possible changes will determine if the move causes overall benefit or harm to a student's educational achievement. Consequently, when analyzing the causes and effects of school mobility, one must consider multiple factors that occur before and after a student relocates to a new school. To examine equity in education, addressing the root causes of school mobility must be also be considered. In Bexar County, the evidence suggests that when students change schools unrelated to structural school factors outside of their control (i.e. grade promotion, changes in school feeder patterns) educational achievement declines. The research problem in this study was to close gaps in knowledge about the prevalence of nonstructural school mobility within Bexar County and its effects on teaching and learning. To do so, the authors conducted a mixed-methods investigation of the following research questions: (1) How likely do public school students experience nonstructural school mobility?; (2) Which students are most likely to experience nonstructural school mobility?; and (3) What causes nonstructural school mobility for those with the highest rates?