Despite the well-publicized risks, each year millions of Indonesian women travel across the world in search of work that offers wages high enough to support families back home. Although migrant women play an indispensable role in the Indonesian economy, effective mechanisms to protect their rights and guard their safety have yet to be developed. Among the primary barriers to the development of effective protection mechanisms is the fact that the vast majority of Indonesian migrant women work in the largely unregulated domestic sphere, where they are susceptible to the power of individual employers, largely outside the jurisdiction of labor law enforcement, and isolated from other workers. These risks are compounded by inadequate enforcement mechanisms for international labor agreements and insufficient pre-departure education. It is in this context that knowledge about rights, working conditions, and migration processes--as well as the empowerment to utilize this knowledge--becomes crucial. This research, which is based on ten months of ethnographic fieldwork in Central Java, examines the educational processes and messages surrounding women's transnational labor migration. The central questions that guide this research are: 1) How do women utilize informal, nonformal, and formal education to prepare for international migration?; 2) How do civil society organizations in Indonesia, including nongovernmental organizations (NGOs) and unions, envision their role in the migration education process and help shape the expectations women have of migration and of the rights they should be afforded? I focus in particular on the role of NGOs in providing nonformal education and on how returned migrant women workers themselves offer informal migration education in the community. Ultimately, this research indicates that women are learning about migration in a variety of settings, including in their communities (informal education), through NGO programs and published educational materials (nonformal education), and through government and agency programs (formal education). While there is overlap between the messages circulated at each of these levels, there are also significant differences, particularly in messages about individual vs. systemic causes for migrant women's experiences and the benefits of being compliant vs. the importance of being assertive. Examining these messages sheds light on how women negotiate competing educational messages, the influence of educational messages on women's attitudes and beliefs regarding migration, and the challenges inherent in providing "empowering" migration education. As NGOs and unions continue to advocate for improved policies and work to develop nonformal educational programs, and as the body of research on migration grows, this dissertation contributes a unique perspective on the role education plays in Indonesia's complex and varied migration context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]