Despite the potential benefits, research has yet to synthesize the impact of mixed-income initiatives on educational opportunities for families. Moreover, the policy intentions of mixed-income initiatives, particularly concerning children's educational opportunities, remain largely untested and lack theoretical and conceptual foregrounding. To fill these knowledge gaps, we critically review the Housing Opportunities for People Everywhere and Choice Neighborhoods Initiative policy components, summarize the empirical literature regarding impacts on educational opportunities, and develop a conceptual model of education inequalities informed by the empirical and theoretical literature. We close with implications for research, policy, and practice.