The purpose of this study is to examine elementary teacher's understanding, perceptions, and experiences of working with students in foster care. The researcher examined whether teachers are informed about students in foster care, determined teacher's understanding of the foster care system, and how their students are affected. The results determined the necessary support systems for teachers and students to ensure school success at all levels. Six elementary, low performing elementary schools within Local District 3 of the Los Angeles Unified School District were randomly selected to participate in the study. Teachers completed a survey, which solicited responses of teacher's understanding of the foster care system, teacher's experiences of children in foster care, and essential support systems that promote growth of children in foster care. Thirty-four percent of the respondents had an understanding of the foster care system and 81.5% deemed it necessary to inform teachers about students that are a part of the foster care system. Eighty-one percent of the respondents believed that the schools did not identify students that are part of the foster care system. Ninety-three percent believed that greater support efforts are needed, specifically teacher professional development in the areas of academic, social, and emotional outcomes for children in foster care. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]