Transnational academic mobilities are on the rise globally. While most of these mobilities are di-rected towards developed countries, it is seen in recent years that the number of academics whohave moved to developing countries increased also. One of these countries is Turkey. This studydiscusses the socio-spatial pattern of transnational academic mobility in Turkey. This discussion isdivided into these four themes which were put forward by Terri Kim (2009) in order to understandthe pattern of transnational academic mobility: Who moves (1), what kind of knowledge they acton (2), where they move (3) and what affects these mobilities (4). Information obtained from CoHE(the Council of Higher Education in Turkey), curriculum vitae of academics and in-depth interviewswith academics were used within the scope of the study. The findings of the study showed that inmost universities, nationality, religion and gender are taken into consideration before the qualifi-cation of foreign academics. In general, those who come from developed countries are employedby private universities whereas those who come from countries that are less developed than Turkeyare employed by public universities. Most of the academics are employed in temporary positionsand the academic expectation from them are limited to the lectures. This situation changes thetransnationalization of higher education by employing foreign academics (macro level); increasesthe attractiveness of Turkey for the academics who are under the stress of academic performance(meso level) and causes it to become ethnic clustering in many cities (micro level).