Across the globe, from the very wealthy continents of North America to Europe to Australia, the phenomenon of migrant and immigrant students outperforming native students are observed and documented. Some migrants and immigrants from China, the Philippines, India, Russia, Africa, and the Caribbean are reportedly achieving higher test scores than their Native peers. Even within the same race, achievement differences are being seen; for example, African immigrant students seem to be outperforming Afro-Caribbean immigrants in the UK. What might account for the achievement success of one group of students over the other group? Are achievement differences among the migrant and non-migrant groups linked to only family (genetic) dynamics or to socio-cultural or to psychological factors? One major proponent of the "Socio-Cultural Debate" was Dr. John Ogbu, a former Nigerian-American Professor from the University of California at Berkeley who coined the term "Cultural-Ecological Theory" in 1998 to then explain the phenomenon he was seeing. But, can Ogbu's cultural-ecological model "effectively" and "totally" account for the persistent achievement differences observed between migrant and non-migrant student groups? The model appears to be insufficient in completely explaining or effectively accounting for the global picture seen. Therefore, in this current study, I am proposing a more comprehensive "Interdisciplinary Theoretical Model of Migrant Schooling" (see Figure 1) to effectively account for the achievement differences observed across the globe. To solidify the proposed model, I am looking to conduct (1) a quantitative meta-analytical study, and (2) a more detailed synthesis of the qualitative research literature. [This is the in press version of an article published in "International Journal of TESOL and Learning."]