Hurricane Katrina made landfall near New Orleans, Louisiana, on August 29, 2005. The author discusses the efforts she and other Association for Childhood Education International (ACEI) colleagues made for the welfare of children who suffered from the storm. After her initial search for family, friends, and professional colleagues, she began trying to gain a better understanding of the incredible trauma Katrina represented for children. She learned about the economic, political, and social effects of Katrina, yet at first found little or no explicit mention of children. Armed with renewed determination and a refined searching strategy, she placed children first in her searching process and soon became aware of many encouraging initiatives for children, some of which were already in place before Katrina and some that have been brought about by Katrina. One of the latter is a Web site concerned with immediate wants and needs: http://hurricanehelpforschools.gov/schools/. This site gives school names and needs by state, which is quite helpful for those eager to give assistance. Two other initiatives are UNICEF School-in-a-Box and The Algebra Project. UNICEF School-in-a-Box offers immediate aid until more permanent solutions can become realized, while The Algebra Project offers children a lifetime of opportunities. Each of these initiatives deserves closer attention. UNICEF School-in-a-Box contains supplies for one teacher and up to 40 students. The Algebra Project, originated by Robert Moses in the 1970s, develops and implements curricular interventions that build on experiences students find interesting--and understand intuitively--to help them shift froth arithmetical to algebraic thinking.