This qualitative phenomenological study was conducted in order to better understand the multiple multicultural educational experiences TCKs have as a result of their unwanted/unpredictable international moves. The transcendental approach included semistructured face-to-face interviews based on a questionnaire with 12 TCK students at an international school in Korea. Students were asked to share their emotional, academic, and social experiences. The three research questions underpinning the questionnaire were: What are the emotional experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the academic experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the social experiences of TCK high school students at a Korean international school who had multiple school disruptions? The participants had attended at least three different schools K-12 and had attended schools in at least two different countries. Results revealed that although TCKs are fearful of moving to a new school in a new country they are excited about the new experiences they will have as they transition to a new place and new school. Academically, the International Baccalaureate Programme is the curriculum TCKs prefer and find the most suitable to their international experiences. The most unique experiences TCKs face moving from one school to another in a different country revolve around relationships. The most difficult part about moving is leaving friends and family behind. While TCKs moving to a new school in a new country face complex challenges forming close relationships, they are open-minded and are able to relate to people from a variety of different backgrounds and nationalities.