When teachers teach geographic understanding in early childhood education, home is commonly used as the foremost environment in which children are situated. However, this paper raises a question concerning the interplay between the concepts of home, geography in the curriculum, and children's mobility. This study explores how home is addressed in case studies, employing a mobilities lens and critical geography of home while focusing on highly mobile children, especially children experiencing homelessness. The aim of the study is to create a space to reexamine current practices that may inadvertently neglect or overlook highly mobile children in the curriculum. The study provides several implications for educators working with highly mobile children and future researchers in the field of early childhood education.