International VET students have divergent, shifting and in some cases multiple purposes for undertaking their VET courses. Students\u27 motives may be instrumental and/or intrinsic and can include obtaining permanent residency, accumulating skills that can secure good employment, gaining a foothold that leads to higher education, and/or personal transformation. Moreover, students\u27 study purposes and imagining of acquired values are neither fixed nor unitary. They can be shaped and reshaped by their families and personal aspirations and by the social world and the learning environment with which they interact. We argue that, whatever a student\u27s study purpose, s/he needs to engage in a learning practice and should be provided with a high quality education. Indeed, we insist this remains the case even if students enroll only in order to gain the qualifications needed to migrate. The paper details the association between migration and learning, and argues that the four variations emerging from the empirical data of this study that centre on migration and skills\u27 accumulation better explain this association than does the \u27international VET students simply want to migrate\u27 perspective. We conclude with a discussion of why the stereotype that holds VET international students are mere \u27PR hunters\u27 is unjust and constitutes a threat to the international VET sector
