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Students from Mexico, ranging from elementary to university levels, regularly commute across the United States-Mexico border (physically and digitally) to attend class. These individuals are known as transfronterizos/as/istas, terms stemming from the Spanish word for "cross-border" that highlights their bicultural experiences. They are characterized by dual citizenship, frequent travel across a borderland geography, and fluid identities. The unique experience of toggling and acquiring knowledge and experiences from different countries constitutes a distinct identity and movement. Transfronterizos legally cross the border in both directions for various reasons, including for work, healthcare, to escape violence, and seek opportunities; however, the primary aim of this paper is to investigate the occurrence, rationale, and perspectives of cross-border students. What circumstances cause them to cross the border in order to go to school? How does the digital and physical commute affect learning and identity? Are teachers and administrators aware of the challenges and opportunities playing out in their classrooms, virtual and otherwise? These questions are addressed and contextualized through secondary literature and primary interviews with transfronterizos who commute across the border to attend school. The article concludes with a call for more research and policy focused on bilingual education, transparency, empathy, mobility, and an expanded spectrum of identification. [ABSTRACT FROM AUTHOR]