This article is concerned with the emotional dynamics of transnationalism and migration and the impact on education. This impact is discussed in terms of how the movement of people involves complex emotional processes that have important consequences for educational policy, practice and research. The purpose of the author is to theorise how emotions in the context of an increasingly globalised world are significant in pedagogic terms. It is argued that there is need for more explicit attention on examining what the entanglement of transnationalism, migration and emotions implies for educators, students, parents and their communities. (Contains 2 notes.)