This article explores the curricular approaches of three public high schools in the US that serve newly arrived immigrant and refugee youth, in order to define and illustrate a "critical transnational curriculum." Drawing from qualitative research over the past 10 years at the different school sites, the authors posit four tenets of a critical transnational curriculum with examples of specific school practices: (1) using diversity as a learning opportunity; (2) engaging translanguaging; (3) promoting civic engagement as curriculum; and (4) cultivating multidirectional aspirations. A curriculum that responds to students' needs and realities as migrants, workers, and students offers not only cultural and socio-political relevance, but also recognizes the transnational lives and trajectories of immigrant and refugee youth.