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Using ethnographic research design, this study documents educational/social consequences of international migration on children of migrant farmworkers traveling between home bases in Villa Mendoza and Acuitzeramo, Mexico, and French Camp, California. The study reviews conditions faced in school (racial isolation, language minority status, different cognitive style, inadequate assessment, non-caring attitudes) and society (belief that success is the individual's responsibility and minorities are subordinate). It presents an historical overview of the Mexican educational system and considers factors influencing educational effectiveness (church, social stratification, political economy, presidents and their priorities). Chapters describe Mexican and American states and towns where children move to and from; analyze similarities/differences in the educational systems (bureaucracy, calendars, schedules, objectives, leadership roles); discuss difficulties encountered by parents in dealing with the binational educational maze; and discuss teacher attitude as it affects quality of parental involvement and classroom practices. Other chapters examine records of migrant students showing how teacher attitude becomes "cemented" in report cards to such an extent that they become more a forum for reflection of teacher values than of student performance/achievement; compare math and reading curricula in the two countries; provide portraits of three migrant families; and outline findings and recommendations for policy makers and teachers. (NEC)