The Marshallese are a new immigrant population in the United States that has experienced inequitable educational outcomes. Since school closures disproportionately affect high-poverty populations (Berkman, 2008; Cauchemez et al., 2009) and many Marshallese fall within this demographic, the authors wondered whether educational inequities might be deepened by school closures as a result of the COVID-19 pandemic. This study asks: What are the perceptions of educators about the impact of school closures on Marshallese families? A better understanding of these experiences can inform educational policies and practices as we prepare for uncertain school futures.