This paper aims to explore linguistic and geographical complexities of the education of theoretical astronomy (ilm al-hay'a) in the early modern Ottoman Empire. By focusing on the Ottoman reception of two works, entitled Risalah dar hay'ah and al-Risala al-Fathiyya, written by Ali al-Qushji (d. 1474), one of the most eminent Timurid scholars, who died in Istanbul a few years after he emigrated there upon the invitation of the Ottoman Sultan Mehmed II (d. 1481), I will reveal that Ottoman learners studied theoretical astronomy in different languages including Arabic, Persian, and Turkish, within various geographical, intellectual, scientific, and institutional contexts. In other words, I will remark that one of the main characteristics of astronomy education in the early modern Ottoman period was linguistic and spatial diversity, the reason of which should be related to different social, intellectual, professional and political individuals and groups with various motivations to study astronomy. I will also emphasize that since Qushji’s works were studied in multiple geographies of the Empire, it can safely be argued that science education was among the mediums through which networks of Ottoman and non-Ottoman scholars were established. These interesting phenomena lead us to ask further questions: In astronomy education in the Ottoman context, under which circumstances a language was preferred to another? More specifically, what were the intellectual, pedagogical, linguistic, and political dynamics when Ottoman readers of Qushji’s astronomy preferred one of his texts to another one to study or translate? By offering answers to them and asking further questions regarding what I call linguistic and geographical plurality in early modern Ottoman astronomy, my paper aims to contribute to the literature of Ottoman intellectual history from the history of science perspective.