This paper is based on a preliminary exploration of the in-depth interviews and focus groups that are part of a more extensive research project on the education of children of immigrants in Spain. In the process of migration, families undergo profound transformations that are often complicated by extended periods of separation--not only from extended family members, but also from the nuclear family. Though many immigrant families are involved in transnational separation and reunion processes of this kind, there has been little research on the impact of these forms of family transformations on the vision of education held by immigrants. This impact seems to be two-fold. On one hand, family separation and living or work conditions hamper educational support and monitoring; on the other, the experience of migration poses a tremendous faith in the benefits of education and makes families highly motivated in education. The main idea underlying this paper is that an accurate knowledge of the schooling experience of the children of immigrants has to be related to the moral and psychological effects of this adaptive transformation and, in a very special way, to the weave of projects, expectations and frustrations that permeate the life of an immigrant family. The psychosocial consequences of the processes of adjustment and relearning that immigration entails, the need for a comparative perception of success and the willingness to make an effort and work hard make immigrant families strongly meritocratic and--contrary to some common beliefs--able to show a high level of commitment and expectations in relation to the education of their children. (Contains 7 notes.)