In this study, I examine the perspectives of Pre-K-to-12 public school teachers who work or have worked with students experiencing homelessness, focusing on if and how homelessness influences students' social capital, and in turn, if and how social capital impacts their school readiness and subsequent academic achievement. For this study's theoretical framework, I define social capital as the resources that can lead to the development and accumulation of human capital. By focusing on teachers' perspectives on the influence of social capital on students facing homelessness, this study strives to address a gap in the literature on how social capital influences the educational experiences of students with housing instability. In this qualitative study, I conducted 45-90-minute semi-structured interviews with 11 Pre-K-to-12 public school teachers in the Northeastern United States. Each participant taught students experiencing homelessness within the past five years. For data analysis, I employed the coding processes of Saldana, including first-cycle, second-cycle, axial, and theoretical coding. Through coding and analysis, I developed themes to answer two research questions. For the first research question on participants' perspectives on the role of social capital in the school readiness and academic achievement of their students experiencing homelessness, the findings' themes included: a) impact of family/caregiver on social capital, (b) impact of the experience of homelessness on social capital, and (c) impact of variation in school resources on social capital. For the second research question, I identified four themes around how schools and classrooms can foster the social capital of their students experiencing homelessness, including: (a) expanding external resources to enhance social capital for students experiencing homelessness, (b) building structures to support the social capital of students experiencing homelessness, (c) engaging teachers' voices in supporting the social capital of students experiencing homelessness, and (d) developing students' self-advocacy and networking skills. Implications for theory and practice are provided. [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.]