<p>This qualitative case study examines the translanguaging teaching practices of three Chinese immigrant early childhood teachers in first- and second-grade classrooms within transitional bilingual public schools in New York City, which serve a predominantly Chinese student population. Grounded in the framework of transnational funds of knowledge, the study explores how these teachers leverage their bilingual abilities and transnational experiences between China and the United States to support Chinese children and families. Data were collected and analyzed over the course of a year through in-depth interviews, classroom observations, and artifact analysis. Findings reveal that these teachers’ translanguaging practices went beyond mere translation between two languages, serving as a bridge to connect and fill linguistic and cultural divides between Chinese immigrant families and the U.S. education system. For example, the teachers demonstrated a nuanced understanding of students’ sociocultural and linguistic repertoires, as well as newcomer students’ confusion in a new educational setting. The study underscores the need for a transnational approach to teaching immigrant children, advocating for pedagogical strategies such as clarifying classroom practices for emergent bilinguals, employing multimodal teaching methods, and directly addressing linguistic and cultural differences.</p>