As globalization increases, there has been a rise in expatriate families and, consequently, students enrolled in international schools. These children, known as "third culture kids" (TCKs), face difficult transitions, identity development challenges, and adverse social-emotional effects. Transition programs have been developed and implemented by some international schools to assist students living in a third culture; however, extended support and specialized TCKs' programs that address transition, identity, and emotional issues continues to be largely unavailable. To better serve this ever-increasing population, the current literature is examined, and, arising from this, implications and future directions for helping professionals in international schools are presented.