This dissertation studies how transnationalism, understood as the process of building cross-national relationship, identities, and practices (Levitt and Schiller 2004), affects the children of migrants—those who were born in the country of destination of their parents—when they resettle in their parental homeland. Specifically, I use the case of Mexican-American children who resettle in Mexico. This dissertation is structured in a three paper format. In the first paper, “When things go south: Economic shocks and changes in the composition of return migration," I use cluster analysis to study the connection between return migration and changes in economic conditions in the country of destination. Data for this study come from a Mexican household survey. My results suggest changes in the composition of return migration in the wake of the 2008 economic crisis. The changes were driven by variations among the prevalence of two different profiles of labor migrants. In the second paper, “Mi casa es tu casa? [My house is your house?]: Transnational Practices and the Integration of Children of Return Migrants in their Ancestral Country”, I explore the role of transnationalism in the incorporation of children of return migrants. I develop a theoretical approach that builds on Nee and Sanders’ (2001) forms-of-capital model of immigrant incorporation by including transnational networks, practices, and identities. To highlight the diversity in incorporation paths, I use ideal types, which I contrast with qualitative data from 49 semi-structured interviews with Mexican-American children and members of their network that I collected in Zacatecas during the summer of 2017. In the third paper, “Transnational networks in the community and the incorporation of foreign-born children of return migrants in their ancestral land. The case of Mexican-American children in Mexico”, I use a mixed-methods approach to analyze how transnational community networks influence school enrollment among Mexican-American children. I find that Mexican-American children in areas with a strong migration tradition are more likely to attend school than those in areas with less migration. I suggest normalization, social support, and institutionalization of resources as the mechanisms behind that connection.