Can youth living outside their heritage country become enculturated from afar via avenues of modern globalization? In this article, we expand the theory of how heritage cultural socialization occurs in transnational families by introducing the construct of remote enculturation as a modern form of cultural transmission. Remote enculturation falls within the cultural socialization category of ethnic/racial socialization and is a form of enculturation that involves learning aspects of one's heritage culture via indirect or intermittent exposure, or both. We compare and contrast remote enculturation with traditional enculturation, proposing that self-initiated remote enculturation, in particular, has strong ties with the development of identity. Research on immigrants' consumption of foreign media and on parenting international adoptees supports remote enculturation as a distinct avenue of cultural learning, as do the experiences of youth from immigrant families. We conclude with a research agenda to empirically evaluate the construct of remote enculturation.International migration is at an all-time high (1) and families are increasingly transnational. This has implications for enculturation or first-culture learning for youth who live outside their family's heritage culture. As the term is used in anthropology and cross-cultural psychology, enculturation refers to the implicit and covert aspects of cultural transmission (i.e., imitative learning), whereas socialization refers to the explicit and overt aspects involving direct instruction (i.e., instructional learning; see 2). However, in developmental psychology and sociology, and as we define the term in this article, enculturation encompasses both covert and overt cultural transmission (3). Traditionally, enculturation occurs in childhood and is facilitated by parents' efforts to socialize their children ethnically and racially, as well as by youth's direct interactions with peers and others in the local community (2-4). However, this traditional conceptualization may not fully capture all the ways today's youth learn about their heritage culture. Can youth become enculturated to their heritage culture from a distance via avenues of modern globalization (e.g., foreign media, Skype, brief visits, exposure to food and art of the heritage country)? We propose remote enculturation as a modern form of enculturation characterized by learning aspects of one's heritage culture from afar via indirect (i.e., not physically present) or intermittent (i.e., discontinuous, short term) exposure, or both. In this article, we (a) locate remote enculturation within the child development literatures of enculturation, ethnic/racial socialization, and identity development; (b) provide transdisciplinary research support for remote enculturation from the media/communication and adoption literatures; and (c) propose a research agenda.