Over the past two decades, there has been a notable increase in the number of transnational students enrolled in K12 and higher education institutions in Mexico and the United States. These students, who often engage in circular migration, bring unique and enriching experiences to their schools as they navigate the educational systems of both countries. While most research focuses on the fragmented academic experiences of transnational students in Mexico, their educational trajectories remain relatively underexplored, particularly within higher education institutions. Therefore, this study aims to examine the educational trajectories of transnational students from retrospective, perspective, and prospective viewpoints. Despite the challenges that transnational students have historically faced, many have achieved remarkable academic success in K12 in Mexico and the United States, as well as in higher education institutions in the United States. These success stories often highlight the ability of transnational students to leverage their bilingual and bicultural skills and adapt to different educational expectations. Factors contributing to their academic success include bilingual programs in Mexico and the United States, strong familial support, access to mentorship and educational resources, and educational programs tailored to their unique needs. By understanding the transnational student educational experience, this study aims to inform policy, improve institutional practices, and recommend responsive and sustaining pedagogies designed to enhance academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]