Migrant families are mobile by nature. They are constantly searching--for the next harvest, for a new job opportunity. It too often appears that this transient population drifts in and out of schools without one being appreciably affected by the other. This is a lost opportunity, both for the migratory students and for the communities and schools where they have temporary residence. Aligned with this search for an income that will support the family, and of equal importance, migrant parents want to gain access to better educational opportunities for their children as well as to empower themselves. The complexity of these two elements--success and empowerment--requires the effort and collaboration/partnership among different educational agencies which must extend their networks and expertise to meet the needs of migrant families and their children. Following Orton's (2012) paradigm for "enabling diverse positive interactions to build belonging and cohesion," the authors argue that effective partnerships should consider the importance of creating communicative venues in which migrant families are able to share their skills, competencies, and identities with other migrant families, with the hosting communities, and with educational agencies. The goal is acquiring and receiving these assets both from their peer migrant families and from the greeting communities. This article proposes ways in which it would be possible to capitalize upon existing affiliations in order to develop cohesive partnerships that would better educate both migrant students and the host communities. Specifically, the authors examine shared knowledge within the migrant community and the possibilities for expansion, for activities within the larger community with the potential for inclusion, and for curriculum in the schools that might be formalized to strengthen intellectual and psychological understanding on both sides.