In the current globalization cycle there is an increase in the movement of people between borders, and thus in the way they relate to one another. This dissertation founds itself in this context, which aims to study the influence that international school accrediting processes within the framework of private secondary education in Colombia exert on the perception that last year students have on the possibility to migrate, in order to understand these dynamics as a repellent factor that in turn increases the emigration rates of Colombians who seek to study abroad. The case study looks on two private schools in Bogota, Colombia; one leading an accrediting process with SACS (Southern Association of Colleges and Schools) and one that isn’t. The curricular models of each school are determined, and elements that may have an influence over perception of migration. In addition, changes that the accrediting process may have over these factors. Moreover, semi-structured polls were made to the students in eleventh grade of each school, looking to identify exactly which perception do they have in regards to emigration and the role their school has in this. The leading hypothesis is that the perception regarding migration in both cases differs insodar that those students within a model with international components, being exposed to international pedagogic elements tend to look at migrating in a more positive light as compared to those under an exclusively national model by generating certain eements of transnational identity that ease such changes in perception, thus making it more likely that those students under international education models migrate. The theoretical framework of the dissertation is founded in the theory of migration proposed by Everett Lee (1966), since this historical approach gives relevance to the perception of migrants as a determining component of migrational pull and push factors. Additionally, the construction of transnational identities is identified as a fundamental factor in the changes of perception in the students, as are the main characteristics of an international school in lieu of establishing concrete criteria in differentiating pedagogic models.