Of all the varieties of educational disadvantage, issues involving students who are homeless, or who move frequently because of poverty, are perhaps some of the most difficult for public school educators to address. Following the belief that a reform that improves education for these students also creates positive change for all students, this study delved into Participatory Action Research (PAR) as professional development with which educational leaders aid the expansion of practise for homeless or highly mobile students. Seventeen educators from rural, small town, suburban, urban and shelter schools in Colorado, USA participated. Both administrators and teachers contributed to the larger study and completed an individual action research project in their own schools. Using a pragmatic mixed methods design, this study evaluates the efficacy of PAR: 1) as a mechanism to engage educators in issues of disadvantage, 2) as professional development, 3) as a means of encouraging the increase in three domains of educational practice. Resulting from an extensive review of the literature concerned with the complex nature of homeless education, the three domains measured were: access to services, welcoming school culture, and flexible instructional strategy. Qualitative information was collected throughout the study from interviews, focus groups, and reflective practises. Data were open and selectively coded using Atlas/ti software and results were triangulated, when possible, with survey data.Findings confirm that this of use participatory action research methodology is outstanding in advancing the engagement of educators in issues of disadvantage. Further, as professional development, it is successful in increasing their professionalism, involvement, and knowledge about, the complex issues related to homeless and highly mobile students. A range of outcomes and new localized educational practises will be discussed in relation to the size of the locality from which they developed. Implications for new attributes in international educational leadership result from this study.