The purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. The research question was: What are the perceptions of deployed military parents regarding active participation in their child’s education? The methodology included using a qualitative phenomenological research design, applying Epstein's theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who have or are currently experiencing challenges associated with military deployment. Data were collected using questionnaires, semi-structured interviews, artifact analysis, and focus groups. Data were analyzed using open coding, phenomenological reduction, imaginative variation, and comparison. The setting for this study was Fort Rapture. The sample consisted of 12 personnel currently deployed or previously deployed within the past two years, who have pre-K-12 school-aged children currently in school.