The United States is a mobile society, and many children are caught up in currents of residential and school mobility. According to the Early Childhood Longitudinal Study, 31% of eighth grade students in 2007 had changed schools three or more times since the beginning of kindergarten. Mobile students offer potential insight into the influences of school context and peer relations as they integrate socially and academically into their new schools, but the problem of selection into mobility is acute. The author integrates cognitive, academic, and social-psychological outcomes in the study of student mobility by identifying the effect of a recent school change on test scores, grade point average, and student survey responses in order to address two questions: (1) How do mobile student differ from non-mobile students? (2) Does the recent experience of moving influence student outcomes? Results indicate that future research may demonstrate this phenomenon more convincingly, but in the meantime, the psychological strain apparent among some mobile students is enough to warrant attention and concern for them. Tables and Figures are appended.