ABSTRACT New waves of Asian migration to the US are comprised of not only new first-generation immigrants but also transnationally mobile migrants – temporary migrants that move between the home and host countries, spending significant pre-planned periods of time in the host country for specific purposes such as education and employment. Focusing on Korean and Korean American perception and usage of private supplementary education, I examine how the contemporary homeland norms and practices transnationally mobile Koreans transmit impact immigrant Koreans’ education. Drawing on 51 in-depth interviews with Korean American and transnationally mobile Korean students and parents, I find that transnationally mobile Koreans have become a significant reference group for Korean Americans in assessing their education. While education of Asian Americans is often measured against that of white Americans, or native-born Americans as a whole, transnationally mobile migrants from Asian Americans’ ethnic homelands provide a different reference group for Asian American education. In response to the educational norms and practices transnational Koreans transmit, Korean Americans reevaluate their education and formulate educational strategies accordingly. These findings consider how transnational replenishment impacts immigrant experiences in the host society and illuminates the significance of accounting for interactions among different transnational migrants in transnational social spaces.