The problem addressed by this study was the lack of preservice teachers' educational preparedness to support homeless students. The purpose of this qualitative phenomenological study was to understand the lived experiences of preservice teachers at the end of their educational program and how the educational experience prepared them to support the homeless students in public schools. Bandura's social cognitive theory and Bandura's self-efficacy theory framed this study using phenomenology design in this qualitative study to attempt to understand human experiences through a phenomenon. Data was collected through educational curriculum data, syllabi, and semi-structured interviews from 14 volunteers based on two research questions. The first research question was what curriculum strategies and experiences are available in preservice teacher training that prepare students to work with homeless students. The second research question was how preservice teachers describe their preparedness to meet the needs of homeless students. The population affected by the study are the children touched by homelessness and those children living in poverty while trying to get a public education. The data indicates that preservice teachers are not prepared to support homeless students and the results of the lack of preparedness are due to the lack of experiences and skills taught in the educational curriculum preservice teachers are required to take. Preservice teacher education curriculum must be restructured to include the skills necessary to support homeless children. [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.]