Abstract
This qualitative case study explores one young adolescent's transitional schooling from an American context to a Chinese context. Although the student was bilingual and bicultural, she experiences multiple struggles, triumphs, and dilemmas across the two educational settings. These findings have implications for those adolescents and parents who journey through different sociocultural spaces in the complex process of schooling, immigration, and acculturation and for classroom teachers who teach such students.
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