Jay A. Mancini and Catherine Walker O’Neal University of Georgia Mallory Lucier-Greer Auburn University Toward a Framework for Military Family Life Education: Culture, Context, Content, and Practice Grounded in multiple ways of thinking about families, we propose a beginning framework for developing and implementing military family life education. We frst situate this work within the context of established family life education frameworks. Then, we discuss features of mili- tary culture, including its contexts and demands on families, to highlight the realities of life as a military family and underscore available strengths that family life educators may build upon. This is followed by a discussion of family science theories emphasizing components that can inform and ground military family life education. Next, we draw on lessons from recent comprehensive reviews of programs, includ- ing their merits and demerits. Finally, we cite example programs, including those embedded in military family support systems themselves, and resources that are available to family life educators. Ultimately, we propose a set of ideas that inform a framework for developing and implementing military family life education aligned with the realities of family life as well as the vulnerabilities and the resilience of military families. Military members and their families com- prise one of the largest workforces in the United States, with approximately 1.3 million Department of Human Development and Family Science, University of Georgia, 107 Family Science Center II, Athens, GA 30602 (cwalker1@uga.edu). Key Words: family life education, military families. Department of Defense (DOD) active duty ser- vice members and about 818,000 individuals in the National Guard and Reserves (DOD, 2018; Huebner, 2019). Another estimated 80,000 service members comprise the U.S. Coast Guard, which is situated under the Department of Homeland Security (approximately 41,000 active duty; U.S. Coast Guard, n.d.). Moreover, a majority (roughly 60%) of these military members have immediate family members, and a substantial minority (40%) have two or more minor children (Huebner, 2019). Military families contend with many of the challenges faced by civilian families but also wrestle with unique situations most families rarely face. Nonetheless, most military families fare well managing both normative and unique vulnerabilities, often demonstrating resilience (Masten, 2013). As with civilian families, mil- itary families beneft from their informal net- works of friends, neighbors, colleagues, and extended family, as well as the formal systems of support designed to supplement their skills for managing stress and transitions (Mancini, O’Neal, Martin, & Bowen, 2018). One compo- nent of formal support is family life education (FLE), which is information, educational pro- grams, and services delivered in various ways and on various topics with the goal of provid- ing resources to families that foster resilience when challenges arise. There is clear demand on the part of families for professional support pro- grams and services to help them navigate family and relationship concerns. For example, among military members and their family members who Family Relations (2020) 1 DOI:10.1111/fare.12426