This study analyzes the impact that U.S. curricula have on Mexican transnational returnees. Specifically, this article focuses on the ideological development of the army and imperialism promoted in U.S. schools among Mexican populations. Using a framework that combines critical literacies, transnationalism, and Bourdieu's concepts of "habitus" and "doxa", this study draws on data from 24 interviews to Mexican transnational returnee students (n = 4), Mexican national professors (n = 4), and Mexican national students (n = 4) during their concurrence in a program of English language teaching in central Mexico. Findings suggest that, before returning to Mexico, Mexican transnationals are exposed to educational practices that foster unawareness of U.S. hegemony, imperialism, and expansionism. When (back) in Mexico, transnationals pursuing a degree in language teaching had interiorized uncritical perspectives of the U.S. army, which contrasted with the ideological inclinations of their Mexican national counterparts. This ideological discrepancy partially explains the tensions and mutual discrimination among these populations regardless of their common Mexican origin.