Since 2004, the opening of labour markets has spurred a considerable number of Poles to emigrate e.g. to Iceland and England. Families with school age children have had the challenge of adapting to foreign environments and school systems. Polish complementary schools have played an important, albeit ambivalent, role in this process. Through focus group interviews with students in Polish complementary schools in one city in Iceland and one city in England, we gathered information showing common threads between both schools as well as differences in their structure, role, origin and the student motivation to participate. Saturday schools abroad are considered to be less demanding by students than regular schools back in Poland, but more so than regular Icelandic/English schools, which many rate as unsatisfactory in terms of their academic development. The tension between the need for freedom and high expectations for the academic outcome of education influences student opinions, not only about schooling, but also about the host society.