The purpose of this study was two-fold. It was first to find out what the educational materials needs were for children living in poverty, and second, to learn of the challenges, obstacles, and strengths by the programs already in place that were supplying educational materials to these children. This study used interviews and surveys as data gathering methods. Of the 244 electronic surveys sent to educators around the U.S., 17 survey responses were returned from participants in California, Florida, Illinois, Massachusetts, New Mexico, North Carolina, Pennsylvania, and Wisconsin. In addition, 15 key informants were chosen because of their personal and professional knowledge about the specific needs for educational materials when dealing with children living in poverty. Results from the 32 educators in this study showed that books were the most needed item in both classrooms and in homes. All of the participants stated that any books or reading materials would be of help to the children. When family priorities dictate that they choose food and clothes over the purchase of books, parents and caregivers must next rely on public schools to provide a good education for their children. Needs in schools included English and bilingual books, magazines, newspapers, pens, pencils, paper, current maps and globes, art supplies, educational videotapes, and computers. Very few programs or organizations could be found that specifically supplied educational materials to children living in poverty. Eighty-three percent of the organizations who provide educational materials for children living in poverty interviewed said that they did not personally conduct ongoing evaluations of the children they served due to a lack of funding and resources. While some authors have written from their personal experiences about the poor conditions of the schools in the U.S., no studies have reported what schools in poverty need in their classrooms or what educational materials children living in poverty need from the point of view of receiving an equal education. A website could be established for teachers in the U.S. or possibly around the world for sharing ideas and communicating with one another about their classroom needs, and the availability of excess materials for children living in poverty. Next, teachers could be encouraged to both donate and solicit books and other materials from their communities by hosting a book fair at the end of each school year. (Contains 1 figure.)