This paper concerns an exploratory and interpretive case study of the literacy curricula in a Canadian transnational education programme (Pseudonym: SCS) delivered in China where Ontario secondary school curricula were used at the same time as the Chinese national high school curricula. Using ethnographic tools and actor-network theory, the study sought to understand and conceptualize the constituents, movements, and effects of the institutional, programmatic and classroom literacy curricula in the programme. The study found that many actors were responsible for the various and interrelated forms of literacy curricula from institutional to classroom. Actors included neoliberalism, educational entrepreneurs, and a philosophy of connecting the East and the West which in particular affected the institutional curriculum. Major findings concern the instability of this novel form of transnational curriculum-making when it was translated into programmatic and classroom curricula. Throughout our descriptions of these actors and translations, we highlight how the changing commitments and interests that mobilized SCS's literacy curricula eventually enabled and constrained certain forms of literacy and identity options for SCS students. We also address the possibilities illuminated by the network movements of cross-border curricula.