With genuine love and substantive support, educators can help the estimated 200,000 to 500,000 homeless young people in the United States enrich their personal and academic lives. After securing district office staff approval, the building principal and interested faculty can discuss homeless students' needs with the director of the local shelter and visit the shelter to observe its living conditions firsthand. The success of the process is increased when the entire school staff is involved in every phase of implementation. Teacher-led staff development--with appropriate administrative support--can provide teachers with the insights needed for helping the homeless become independent and successful. Highlighting literacy learning is vital because homeless students must become better communicators and problem solvers to work their way out of their current status. Teachers need to provide flexible curricular offerings, devise assignments that accommodate the unique lifestyles of the homeless, consider study strategies that students can learn quickly and use independently (such as SQ3R and PLAE), plan activities that are congruent in both the school and the homeless shelter, and use portfolios. Parents can be encouraged to become strong advocates to their children's education by inviting them to weekly, evening meetings. A tentative schedule might involve giving an orientation in the first meeting, explaining aspects of the instructional program at the second meeting, stressing the importance of children and youth becoming lifetime learners at the third meeting, and discussing available resources with representatives from local agencies at the fourth meeting. (RS)