For many early childhood (EC) professionals, interacting with children and families who bring varying perspectives and experiences can be both challenging and rewarding. Professionals' skills, belief systems, and knowledge are often challenged when they work with families whose lifestyles, traditions, beliefs, languages, and situations are unfamiliar or different from their own. Researchers have long asserted the importance of professionals developing critical knowledge and skills when working with children and families from backgrounds different from their own. While there is much more to learn about the diverse children and families served in EC programs, little has been written about military families in the EC literature and, in particular, in the early intervention (EI) and early childhood special education (ECSE) literature. In this article, the authors share facts about military families and the ways in which their unique circumstances impact their engagement with EI/ ECSE services for their children with disabilities. The authors present this information first through four myths that are typical assumptions about military families and that, if held by professionals, can be detrimental to family-professional relationships. The authors attempt to debunk each myth with facts, figures, and research-based information. The goal is to help broaden the field's understanding of military families for professionals to be able to better serve children with disabilities and their families.