This narrative inquiry research study explored the experiences of three migrant families living in California. This research contributes new knowledge that will support Migrant and Seasonal Head Start (MSHS) administrators, early childhood practitioners, elementary school principals, and kindergarten teachers in understanding transition events viewed through the lens of migrant families living in California. This study discussed how the MSHS program utilizes and leverages the strength-based conceptual framework of the parent, family, and community engagement (PFCE) and leverages three of the cultural capitals derived from Yosso's (2005) culture community wealth model (familial, linguistic, and aspirational) to empower migrant families as their children prepare to transition to formal education. This research validates assets often dismissed by educational institutions by offering a counter-narrative of the lived experience of migrant families. There is a current gap in information and research examining transition activities and their impact on migrant families. This lack of knowledge contributes to the absence of resources and support for migrant families in California as their children enter formal education. Understanding these families' stories will support educational leaders in improving current transition events and practices. The research will propose activities and policy changes to provide equitable education for migrant children. Equal means everyone gets the same treatment and services, and equitable means everyone gets what they need to succeed (D. Smith et al., 2017).During the inductive synthesizing of the data collected from the families, seven themes emerged that solidified the underpinnings and the researcher's epistemology. The seven themes included (1) Commitment to community well-being, (2) Linguistic and culturally responsive services to families, (3) Hope and support under stressful circumstances (e.g., COVID-19), (4) Empowerment of parents through education, (5) Providing a platform for their voices to be heard, (6) Supporting children to be confident, and (7) Children becoming school leaders. As equitable education continues to evolve for this underrepresented community, educational leaders must amplify their voices, and educational institutions must work towards diminishing the equity gap. When families receive education, they are empowered to advocate and take leadership roles. In addition, the researcher offers recommendations for future studies that will impact migrant families in the near future. [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.]