The purpose of this qualitative research study was to consider perceptions of military-connected students regarding the impact of military family culture on academic achievement, and to consider what supports and interventions might ease the process of transitions and assist military-connected students during challenging times such as when their parents are deployed. The researcher conducted virtual interviews with individuals and with small focus groups using an interview protocol that the researcher developed. Braun and Clarke's framework for thematic analysis was employed to analyze the data and report themes that emerged. The findings of this research demonstrated the participants' definition of military culture in terms of "benefits and sacrifices," and suggested methods schools could implement to ensure the academic and socioemotional needs of military-connected students are met. The research study also offers implications for public school policymakers, school district leaders and local school administrators, as well as the school counselors and classroom teachers who serve military-connected students in public schools. The inclusion of student perceptions to the conversation may add to current knowledge of the impact of military-connectedness, highlight the cultural differences between military and civilian students and serve as a step toward ensuring equitable learning opportunities for all students. [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.]