In a transnational world, Muslim cosmopolitanisms are both numerous and diverse. These cosmopolitanisms constitute a broad spectrum of views and practices, representing a range of interpretations and expressions of Islam, some of which are polarized and polarizing. In this reflective, theoretical paper, I discuss the potential implications of Muslim cosmopolitanisms for the education of Muslims in a transnational world and argue that the teachings of Islam are sufficiently open to interpretation to support various Muslim cosmopolitanisms. While resistance to change has typified the education of Muslims historically in many parts of the world, this resistance is being challenged in new ways, characteristic of the Information Age, wherein near-instantaneous, transnational exchanges of information and ideas are democratizing and adding complexity to Islamic hermeneutics and praxis. In this context, I contend that Muslim cosmopolitan discourses have become necessary, and the outcomes of these discourses will be crucial in shaping the future education of Muslims. Given historical precedents, however, I posit that the triumph of Muslim educational orthodoxy is expected if these discourses lead to or reinforce polarization.