Background: Healthcare providers play a critical role in the return to school (RTS) process after a child sustains a mild traumatic brain injury (mTBI). The purpose of this study was to examine healthcare providers' perspectives on effective communication with school personnel and gaps within those practices, using a qualitative approach. Methods: Twelve community-based healthcare providers in suburban Oregon and Ohio completed semi-structured interviews between February 2021 and July 2021 via Zoom. Data were analyzed using thematic analysis. Results: Primary themes centered on how breakdowns in communication between healthcare and education systems occur easily without formalized systems, and how formalized systems of care are beneficial. Conclusions: Children with mTBI benefit when there is (1) a consistent communication system between school-based staff, caregivers, and healthcare providers and (2) a clear point person in the school system. Implications for School Health Policy, Practice, and Equity: Schools should create intentional and formalized communication pathways with healthcare providers as an effective approach to meeting the needs of students and their families.