Due to formal schooling, Mongolian herders’ children spend nine to twelve years of their childhood and a major part of their youth as education nomads–living in and moving through Mongolia’s (semi)- urban centres and countryside. These young people’s translocal lives are constructed by multiple mobilities that enable them to straddle the herder and schooled urbanite communities of practice. In this presentation, I discuss how I learned about the mobilities and socio-ecologies that shaped my research participants’ lives as mobile youths by participating in their multiple forms of slow travel. Sitting on the back of motorcycles and walking through the Gobi desert, as I helped a research participant and her family to guide their herd across different pastures, I learned how Mongolian herders’ children learn to navigate their rural socio-ecology in accordance to the Mongolian pastoral social and ecological relationalities. Squeezing inside informal taxis that took herders’ children back to their families during school holidays, I realised why my research participants’ ideas of a good life included Mongolia’s vast yet sparsely populated countryside. Strolling around Bayankhongor’s provincial centre, I understood how urban professional futures have become the dominant aspiration among Mongolia’s rural youths. Yet, the spatiality of the urban good life is uneven. My research participants’ uneasiness in modern eateries and shops where their urban counterparts frequented suggests that the capacity to aspire (Appadurai, 2004) is uneven among Mongolian youths. In traversing Mongolia’s rural-urban continuum with my research participants, I was able to momentarily experience the rhythm of their translocal lives. As I slowly travelled with these youths through their different geographies, the places that existed as visual data and interview stories came alive, revealing the depth and width of education nomads’ relationships to the human and non-humans in their socio-ecologies.