Historians interested in the late Ottoman Empire, particularly the 1880s to 1910s, recognize educational reform as crucial in constructing citizens. The Asiret Mektebi (School for Tribes) has received attention largely due to its significance as a priority of Sultan Abdulhamid II (see for example Akarli, 1986 and Somel, 2001). Eugene Rogan’s analysis of a sample of 100 students from the Asiret Mektebi contextualizes the institution as a state project designed to increase loyalty of elite tribal students and prepare them as Ottoman bureaucrats and officers; however, to date there has been little further research to analyze the school’s students as a cohort and the role of the school in generating a new notable class. In order to add to Rogan’s sample and expose deeper connections between the graduates themselves, this paper relies on a form of prosopography – an investigative tool for historical analysis that was widely used throughout the 1960s, which has since fallen out of favor. Utilizing secondary Ottoman sources that focus on the 1880s – 1910s (Antonius, 1939; Cankaya, 1969; Dawn, 1973; and Kansu, 1997) as well as memoirs and biographies (Abdullah, Cleveland, al-Ghusayn), I examine some of Rogan’s unanswered questions: Do student networks formed at Ottoman schools remain intact once they completed their schooling? Does the Ottoman education system serve as a method to transcend class? What roles do these former Ottoman students play in subsequent successor states? Due to the challenges of identifying individuals in this era, this methodology is essential to verify the trajectories of these students. For example, ‘Abd al-Muhsin Al-Saadoun, once a student at Asiret Mektebi and future Prime Minister of Iraq under King Faisal, served in Ottoman Parliament as Ferid Pasazade ‘Abd al-Muhsin Bey. The “overt nationalist” Fa’iz al-Ghusayn identified by Dawn appeared on the Asiret Mektebi and Mulkiye’s rosters as Mehmed Faiz; he became involved in early Arab nationalist secret societies, served as Amir Faisal’s personal secretary, and acted an intermediary between Faisal and tribes of the Hawran during the Arab revolt of 1916. Reconstructing these cohorts helps to identify groups over space and time and demonstrates an evolution of teenagers in Istanbul to prominent leaders in successive Arab states.