The problem addressed in this study was that the students from foster homes were failing academically compared to their peers. The purpose of this qualitative case study was to examine teachers' perceptions on how the teachers are accommodating the academic progress of foster students utilizing the foster care school programs with foster students. Specifically, the study examined the teachers' perspective, understanding and experience in accommodating and implementing school programs such as the social emotional learning program in helping students from foster homes with failing grades improve and achieve academic success in school believing that school programs are beneficial to the academic success of foster students. The study was conducted in the state of Maryland among teachers in public school districts. Purposive sampling was utilized to select eight public school teachers who have taught foster students for at least three years. Data collection was conducted through semi structured open-ended interview 1:1 and by telephone. Documents from related websites, the teachers' responses and my journal supported the participant responses. The theoretical framework for this qualitative study was the constructive theory. Despite not having direct access to the foster student's attendance, academic records, and grades, I relied on the teacher's truthfulness and my journals. Data were transcribed using NVivo and manually coded and categorized until themes were identified. Five themes emerged based on the two research questions of this study. Findings revealed that public-school teachers believed that school programs positively impact the academic success of foster students. The implication here was that despite time constrains the teachers devised strategies to accommodate foster students. They strived to build trusting relationships that create a supportive, nurturing environment. In conclusion, foster students felt safe, accepted, understood, and valued despite time constraints on the teachers and the administrators support school programs. [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.]