There has been a great deal of attention to the import of migration for children’s well-being in origin communities. Much of this work is focused on the comparison of children of non-migrants with children of current migrants. But, based on the varying timing of migration in the adult life course, it is unclear if there is a cumulative contribution of migration to children’s schooling once migration has been completed. This paper relies on longitudinal data from three waves of the MxFLS study to assess the importance of migration timing and parental return for children’s schooling. Our preliminary results show that the children of returned migrant fathers are more likely to be enrolled in school than children whose fathers did not have migration experiences. However, the longer the fathers had returned, the less likely their children to be enrolled in school; as children progress with age, they are also increasingly more likely to discontinue school, compared to their counterparts whose fathers had returned more recently.