Family involvement contributes to student success, and family-school communication (FSC) is intended to promote parent involvement; however, little is known about the communication processes that enlist that involvement. There are unanswered questions about how elementary educators perceive, prepare for, and engage in communication with families. Using an ecological framework and qualitative design, this study explored educator perceptions of FSC at elementary schools serving a US military population. Individual interviews were analyzed for thematic content, resulting in six themes: the critical importance of communication; its types and formats; school climate; teacher preparation; roles and skills; and contextual influences including considerations for military families. Teachers described effective and ineffective approaches and skills, role and time pressures, and recommended practices. Participants lacked formal preparation for FSC and constructed their skills based on experience. The authors discuss implications for personnel preparation and staff development, school and classroom policies and practices, and ecological considerations unique to military contexts. (Contains 2 tables.)