This chapter introduces the institutional landscape of schools for European and American children in East Asia from the late nineteenth century up to the Second World War. These schools resulted from Euro-American imperialism that brought small but privileged groups of migrants to China, Korea, and Japan. This contribution distinguishes six clusters of foreign and international schools: With the British as the dominant group of foreigners in China, British schools existed in diverse Chinese locations; Protestant missionaries established American schools in China, Korea, and Japan; French schools run by Catholic teaching orders were successful in attracting students of various nationalities and faiths in China and Japan; German schools served German-speaking children in the region; schools for Russian and other nationalities from the Russian and Soviet empire were concentrated in Manchuria; Jewish schools were created for the Jewish communities and saw a further growth with the influx of refugees in the late 1930s and early 1940s. Whereas the schools served as a social and cultural link to the respective countries of origin, they boosted a relative seclusion from the East Asian environment, evidenced by the student body and curriculum. Despite these characteristics that distinguish them from most of today’s institutions, the early-twentieth century foreign and international schools were one of the predecessors of the institutions of the International Baccalaureate (IB) era.