In the last fi ve years, the number of cross-boundary students (CBSs) from mainland China in Hong Kong has rapidly grown. In some cases, the crossboundary schooling of CBSs only last for short periods following the decision of their families to move to Hong Kong or the success of their mainland mothers in obtaining visas to live in Hong Kong. This student group often faces the transitional challenge of forming new social networks, and they experience identity and acculturation problems as they move to new schools (Yuen, 2004a). Very few schools have established services to help these students cope with their transitional needs (i.e., adjusting to new schools and new environments). Their transitional needs, which are closely linked to their disadvantaged social and family backgrounds, are thus often unmet. To compound this problem, research on their social and cultural needs in the context of Hong Kong schooling is scarce.