Students who are in foster care need principals who are informed about policy, aware of their needs, and willing to be advocates for them. Multiple school placements often result in significant gaps in the education of students in foster care. If they also have disabilities, they may lose special programs and services when they change placements. In addition, contact and collaboration among the adults who work with children in foster care vary in quantity and quality from case to case. When coordination is lacking, so is valuable support for these students. Studies confirm poorer graduation rates for students in foster care as compared with all other students. This article presents five strategies that can help principals ensure the educational success of foster care students.