Food insecurity is associated with a range of child developmental, behavioral, and emotional challenges, all of which can inhibit a child's school success. Schools offer a number of formal and informal services aimed at reducing food insecurity, but the problems associated with identifying children in need, addressing issues of stigma, and matching specific child--family food-related needs to appropriate intervention responses limit schools' capacity to effect positive change in children's food situations. This article reports findings from a qualitative study of food decision making among families at risk for food insecurity, shedding light on children's experiences of food insecurity and the intersections of child and family food insecurity and the school environment. Recommendations for school-based responses to food insecurity include educating school staff, reaching all children with assessment, and responding to food insecurity through holistic and strengths-based approaches. The particular role that school social workers can play in implementing these recommendations is discussed.