This ethnographic study closely examines Chinese sojourner families' experiences in the United States. While immigrant children's home and school experiences have been documented, this study extends the literature by highlighting the unique needs and challenges of sojourner children and their parents. The findings suggest that it is critical for researchers and educators to contextualize each diverse family in order to understand parents' expectations and involvement; that educators create meaningful home-school connections; and that teachers develop culturally responsive teaching. (Contains 1 table.)