Most current debates on the nexus of transnational migration and education have focused on South-North migrations. This includes discussions of the presumed depletion/acquisition of ‘human capital’ of sending countries, and of the challenges schools in the Global North face as they try to cater to increasingly diverse student bodies. Less attention has been paid to the implications of transnational migration for educational change in countries of the Global South. The few existing publications have focused on the role of migrants as sponsors/promoters of education as part of a wider ‘development’ agenda. This proposed paper takes a different stance. Drawing on seven months of ethnographic fieldwork in Dakar in Senegal, and eight months of fieldwork in New York in the US conducted between 2014-2018, it explores how transnational migration has not only given rise to new demands for educational provision in the ‘homeland’, but has also produced entrepreneurs with the necessary connections, cash, and ‘cultural capital’ to thrive within this emergent market niche. Senegalese parents in various destination countries, including the US, have come to rely heavily on educational institutions in Senegal to educate their children. This paper explores the reasons for this ‘diaspora’ demand for ‘homeland education’, as well as the ways in which the education market in Senegal has responded to it. In Dakar, several international and return migrants have opened schools, including Islamic schools, which cater specifically to these migrants’ children, for example by offering education in both English and French, and by adapting their pedagogies to children accustomed to the behavioural expectations of Western educational settings. This paper focuses specifically on the trajectories of the founders of these schools, highlighting how their own international careers have equipped them with the necessary connections, cash and ‘cultural capital’ to capture the ‘diaspora’ demand for homeland education.