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Both of us, from our differing disciplinary perspectives, have spent much of the last ten years studying the same complex educational phenomen—the participation of hundreds of thousands of Latin American born children in U.S. schools, Mexican schools, or both. We are each interested in studying and understanding the education of transnational youth and the school, community, and policy dimensions that shape these students' experiences. Moreover, we both agree that the disciplinary tools that each of us bring to the table are complementary. Our research design reflects traditional ethnographic techniques and perspectives and it includes the use of surveys and quantitative comparisons. We hope this blend of methodologies allows our study of transnational students who enroll in Mexican schools after having attended U.S. schools to span from micro- to macro-dimensions. We are interested in noting the size and disbursal of this phenomenon, but also the variation within it and the perspectives of those living these binational educational trajectories.