Scotland and South Korea are experiencing novel challenges in educating for and about migrant populations. Through a critical discourse analysis of these nations' national curricula, we consider the guidance educators are offered in teaching about issues related to migration in increasingly diverse classrooms. Framed by theories of critical global citizenship, our analysis suggests that both curricula use ambiguous approaches to global citizenship education. These curricula acknowledge the presence of migrants without disturbing stable visions of Korean and Scottish national identities. Such approaches are reflective of the challenges of integrating migrants into the civic life of South Korea and Scotland.