Homeless students must often deal with the stigma of homelessness when they encounter teachers who lack an understanding of the specific challenges and needs homelessness creates. Many classroom teachers have had no training or experience dealing with the homeless students. Therefore, the problem this study addressed is the lack of teachers’ awareness and preparedness needed to meet the diverse academic needs of students identified as experiencing homelessness. The purpose of this quantitative study was to examine the impact of homeless education professional development on teaching practice and the reading achievement of identified homeless students. A quasi-experimental, nonequivalent control group pre-post-test design was implemented to examine the impact of two independent variables on two dependent variables. The study included a purposive sample of Kn-5th-grade classroom teachers, and identified homeless students in grades 1, 2, 4, and 5. The treatment was implemented only with the treatment group. The Teaching Students without Housing Questionnaire measured the impact of the treatment on teaching practice. A Running Record Reading Assessment measured the impact of the treatment on the homeless students’ reading achievement. Two separate two-way mixed ANOVA’s were performed for data analysis. The findings indicated that the interaction effects of group and time were statistically significant for all three factors of the teaching practice variable; teachers’ knowledge, skills, and behaviors. Therefore, all three corresponding null hypotheses were rejected. The findings indicated that the interaction effects of group and time were not statistically significant for the reading achievement variable, and the null hypothesis was accepted. The findings for the first dependent variable suggested that the homeless education professional development did contribute to the significant increase in the treatment group’s teaching practice. Although, the findings for the second dependent variable, suggested that the homeless education professional development did not contribute significantly to the reading achievement scores of homeless students. Recommendations included expanding the sample size to increase validity and the generalizability of the findings.