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The intensity of provision of transnational education (TNE) in the Asian region by Australian universities has been increasing over the past three decades. Although much is claimed, little is actually known about the outcomes and opinions of students enrolled in TNE programs. This article investigates student experiences through the longitudinal extension of an ethnographic study of one TNE program in Singapore. Student motivations, career paths, and adaptations are considered in the context of “second chance” and lifelong learning in Singapore. Analysis reveals something of a good news story in the face of much negativity about transnational education at the current time. The study reveals that TNE students are achieving high-level positional outcomes and developing transformative learning habits. Recommendations are made for the use of global comparative studies in TNE programs to facilitate mutual learning through respect for local knowledge. [ABSTRACT FROM AUTHOR]