In this article, the authors argue for examining more deeply the ways that youth from Muslim transnational communities are defining and engaging (or not engaging) in active citizenship practices, articulating a sense of belonging within and across national borders, and frequently developing and acting on critical perspectives on the politics of nationalism and the "war on terror." Whereas much of the work to date examines how youth from Muslim transnational communities negotiate their religious and ethnic identities, the authors argue for shifting the focus of research from an emphasis on youth identities to an account of how these social identities are intimately bound up with questions of citizenship, which Levinson (2005) has usefully described as "the rules and meanings of political and cultural membership." Moreover, the authors suggest the need for robust accounts of the role that schools play in shaping the parameters of social membership and political participation for these youth. As the key institutions of social incorporation for youth from transnational communities, schools are centrally involved in the processes through which young people develop their sense of belonging and learn (explicitly but also, perhaps more important, implicitly) the meanings and practices of citizenship. The authors argue that the experiences of these youth in the post-9/11 context illustrate that educating young people for active citizenship--for meaningful inclusion and participation in their societies--must account for lives lived figuratively and materially across the borders of nation-states. (Contains 4 notes.)