This chapter describes how 10 young adults who were raised and educated in the United States but were forced to return to Mexico and are now studying to become English language teachers adapted to and participated in the Mexican educational system. This study aims to examine how transnationals cope with discrimination, social, cultural, and linguistic adaptation in the Mexican school system. This system has disappointed these individuals for years by failing to recognize them as agents navigating complex situations through the development of many identities. This occurs through the official denial of the presence of ongoing inequities in education and stereotyping that makes them institutionally invisible. They are disempowered by the educational system, which maintains a monolingual and monocultural curriculum that promotes discriminatory practices outside the classroom. “Culturally, socially and linguistically, these return migrants are closer to the American culture than to the prevailing idea of what it means to be Mexican” (Jacobo-Suárez et al, Return migrants from the United States to Mexico: constructing alternative notions of citizenship through acts of (linguistic) citizenship. J Lang Polit: 5. https://doi.org/10.1075/jlp.21004.jac , 2022). Institutions in Mexico continue to instill individuals with the “ideology of mestizaje which represents a fixed monolingual and monocultural ideal of what it means to be a “real” Mexican citizen” (Jacobo-Suárez et al, Return migrants from the United States to Mexico: constructing alternative notions of citizenship through acts of (linguistic) citizenship. J Lang Polit: 6. https://doi.org/10.1075/jlp.21004.jac , 2022). The research methodology was qualitative in nature and utilized narrative inquiry. These individuals earned a bachelor’s degree in English language teaching in central Mexico but reflected on their experiences upon their return to Mexico. Participants are bilingual, but do not meet the social expectations of both educational communities on either side of the border. When they return to Mexico, they are typically perceived as a threat because they speak another language (English) yet are not fluent in what is ostensibly their native tongue (Spanish). This chapter concludes with a call for social justice and social practices for educators and teacher education programs to enhance their practices and curricula to aid transnational children and cease labeling them as “deficient.”