This 2020 review examines the current literature on TCK transitions, identity development challenges, and adverse social-emotional effects. Transition programs have been developed and implemented by some international schools to assist students living in a third culture; however, extended support and specialized TCK programs that address transition, identity, and emotional issues continue to be largely unavailable. The paper presents implications and future directions for helping professionals in international schools. Published in the International Journal for the Advancement of Counselling.