ABSTRACT After a coup attempt in 2016, thousands of members of the Hizmet or Gulen movement fled Turkey after the movement’s founder, Fethullah Gülen, was accused of being the mastermind behind the coup plot. This paper explores post-2016 educational shifts in U.S. based Turkish cultural centers that are largely run and attended by self-identified “Gülen sympathizers,” or “followers of Gülen.” Using a Grounded Theory approach, twenty-two participants were interviewed about their experiences following the attempted coup. Findings demonstrate that identification with Turkey has reduced, language learning has shifted to English, and Islamic content is taught for spiritual purposes but also to prepare youth for Islamophobia. Broader findings suggest that diasporic community spaces are counterspaces and the curriculum and activities provided in them is greatly dependent upon politics in the shared country of origin.