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These results contrast with much of the U.S. research literature on Latino education, which frequently complains that it is often traumatic for Latino immigrant students (García 2001; Trueba, 1983, 1998). Our findings are in the vein of Greta Gibson's 1997 article—"Complicating the Immigrant/Involuntary Minority Typology"—at least in the sense that these data suggest more variation and complexity in transnational students ("immigrant students" in the U.S. literature) school experience. On the other hand, our data may be catching the relative friendliness and warmth of U.S. elementary school experience, particularly in the grade levels below hard-core high stakes testing (i.e., below third grade in Texas), or capturing a sympathetic response in bilingual, ESL, or ESOL classes, which, given that most of our transnational sample had spent a year or less in U.S. schools, would have constituted a major portion of their U.S. experience.