The educational needs of the children of migrant laborers have often been neglected by educators who have dismissed them as someone else's responsibility (Vocke, 2007). The migrants' complex transnational experiences have been largely overlooked in school curricula. This deficiency allows anti-migrant attitudes to fester among teachers and students (Quezada et al., 2016), especially in areas of the new Latinx diaspora (Gray, 2020), where educators are unlikely to be Latinx or former migrants. An essential step toward ameliorating this erasure, neglect, and hostility is to incorporate culturally responsive pedagogy (Gay, 2018) centered on the lives, stories, and experiences of migrants into the training of teachers and the instruction of migrant children and their peers. This pedagogical approach is facilitated by culturally relevant/ sustaining instructional materials (Ladson-Billings, 1995; Paris & Alim, 2017), including enabling texts (Tatum, 2006) that accurately, appealingly, and positively depict minoritized experiences such as the transnational lives of migrant farmworkers. This article describes a study where over 30 migrancy- and transnationalism-themed children's picture storybooks (CPSBs) were assessed during multiple, semistructured focus groups among 25 Mexican-heritage recent and former migrant farmworkers.