The methodology chapter applies the cultural transfer paradigm to examine how Galatasaray High School’s transimperial heritage has been represented and received from the 19th century to the present. Combining conceptual models by Middell (2016) and Siems (2023), the research adopts a four-phase framework encompassing the identification of needs and motivations, the mobilization of key actors, the representation of transfer processes, and the reception of these representations in Turkish discourse. The chapter integrates manifest content analysis and discourse analysis to trace critical shifts in the perception of Galatasaray across French, British, US-American, and Turkish media. Quantitative mapping of 354 historical documents provides the empirical foundation for identifying “contingencies,” which are described as moments when representations of the school underwent significant transformation. These findings inform a qualitative exploration of how Galatasaray was positioned within multiple narratives. By bridging cultural transfer theory with Stuart Hall’s representation and reception framework, this chapter establishes a methodological basis for analyzing Galatasaray High School as a site of entangled educational, political, and cultural exchanges across empires.