Military-connected students experience behavioral, emotional, and academic concerns during their parents' deployments to other states or countries for training or defense of the United States of America. These military deployment cycles affect students with disabilities who struggle to learn at the same rate as their peers. The problem addressed in this study was that military-connected students with disabilities have access to peer-supported learning to mitigate lower academic achievement, yet they exhibit regression in academic learning during their parents' military deployments which results in in a widening disparity between them and their peers. The purpose of this qualitative descriptive study was to describe teachers' perceptions of and experiences with using peer-supported learning to mitigate lower academic achievement of military-connected students with disabilities during their parents' deployments and to reduce the disparity between them and their peers. The theoretical framework for this study was Vygotsky's Sociocultural Theory of Cognitive Development. This study was conducted near a military installation in Central Texas using interviews with 13 teachers from elementary, middle, and high schools who taught students with disabilities whose parents had been deployed. Inductive coding was used to analyze the data which resulted in overarching themes. The findings of this study were benefits of peer-supported learning for students with disabilities during deployments varied from no academic to large academic impact. The themes of this study are that (a) teachers used peer-supported learning in their classrooms to address a variety of students' educational needs regardless of disabilities or deployment status (b) Teachers perceive that deployment affects the interactions between students, parents/students, and teachers/students, and (c) teachers observed non-academic benefits when using peer-supported learning activities with students with disabilities. [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.]