A large number of children in India are either enrolled but not attending or have dropped out of school. One factor that would explain why children are out of school is migration. Seasonal migration leads to a situation where the children are enrolled as reflected in the school registers but do not attend school. This happens when their parents move in search of work for several months which overlap with the school academic calendar. The periodic absence from school affects their learning outcomes and eventually affects the number of years that they eventually attend school. With the passage of The Right of Children to Free and Compulsory Education Act 2009 (henceforth referred to as RTE), the local authorities are legally obliged to “ensure admission of children of migrant families”. The age-specific attendance ratio for children aged 6-14 years in 2014 is greater than 90 per cent suggesting the effectiveness of RTE. However, using data from Census of India 2011, we provide evidence that educational attainment is lower in high outmigration districts. Field studies also suggest that there are large differences at the sub-national level especially in high outmigration districts. In the absence of reliable estimates of child migration, as a proxy, we provide estimates of children living in households with at least one short-term migrant. Since seasonal migrants are more likely to work in the construction sector, we provide estimates of children living in households with a member who reports working in a construction site. If migration is driven by poverty or distress then it is reasonable to expect that the underlying cause will indeed adversely affect educational attainment of children from these households. From a policy perspective it is truly a challenge to ensure that over 10.7 million children from rural households with seasonal migrants indeed attend and complete elementary education. Acknowledging the complexity and the need for collective action, India is following a bottom up approach. The state governments have recognized the need for empowering the local governments, coordination across departments, collaboration with other states, and engagement with civil society organisations in order to ensure that educational outcomes of children from migrant households are not affected. The paper sketches the broad contours of the measures taken in this regard. The paper concludes by highlighting the data and resultant knowledge gap and identifying the research that needs to be undertaken to inform policy.