Transnational flows in people and economy have shaped the need and desire for Mexicans to learn English and so many families enroll their children in cross-border schooling. These children, known as transfronterizos, live in Mexico and cross the border each day to attend U.S. schools. Through ethnography, this article explores the experiential complications of teachers' and pre-service teachers' who were transfronterizos in their youth, particularly how neoliberal ways of thinking complicated their sense of identity and the function of bilingual, bicultural education in their lives.