This paper explores how newly arrived migrant students (NAMS) imagine their future educational trajectories and how these anticipations may shape their actions in the present, i.e. while attending introductory education in Sweden. Theoretically our study is situated in interpretive sociology and sociology of time, particularly in the cognitive dimensions of projectivity, proposed by Mische (2009). Empirically we draw on a qualitative interview study with 36 NAMS aged 16-19. Two primary trajectories are identified: untroubled trajectory, characterized by long-term planning, expanding opportunities, and active agency; and uncertain trajectory, marked by a short-term focus, lack of knowledge about the educational system, and a passive stance toward the future. These primary trajectories are further divided into three subtrajectories with distinct properties. Untroubled trajectories are linked to opportunities, while uncertain trajectories reflect precarity and disadvantages. These findings refine previous research on NAMS's educational experiences and interpretations of their educational prospects. The paper also suggests that this conceptual and analytical framework contributes to a broader understanding of how imagined futures shape actions across different life stages and ages. These findings have relevance beyond the educational context, offering insights into how migrants and other people navigate transitions, such as between life phases, in career planning, or when approaching retirement.