This essay argues for new pedagogies of "women of color" courses in light of the "transnational turn" of women's, gender, and sexuality studies (WGS) departments in the U.S. The author uses the transnational turn in WGS to refer to the increased presence of scholarship about/on contexts outside the U.S.--specifically, a narrowly defined "third world"--and, by extension, the hiring of faculty from these contexts. These contexts, as they stand in WGS, include South and Southeast Asia, most of Africa, Central America, and parts of the Middle East and of Latin America that are understood as non-Western in their cultural and political ecologies. Broadly, the transnational turn in academic disciplines can be best understood as methods and theoretical frameworks that introduce new ways of understanding subject formation, cultural production, and political engagement. It is the hope of the author that critical attention to the "transnational turn" as she has mapped it--both in describing the manifestations of transnationalism in WGS and in the pedagogical strategies within women of color courses--can help initiate necessary new conversations.