This article examines the effects that high mobility can have on highly mobile students, non-mobile students, teachers, and schools, with particular focus on the effect of high mobility on academic achievement. A mixed-methods study with data collected from public schools in Nebraska during the 2007-2008 and 2008-2009 school years finds that highly mobile students scored lower on criterion-referenced assessments than their non-highly mobile peers. The article also provides recommendations of strategies that can be implemented to help address mobility-related issues based on data from qualitative interviews. These strategies are grouped into categories of transition programs, administrative procedures, classroom strategies, and support for teachers. (Contains 1 figure and 1 table.)