The disengagement of working-class boys from education continues to be a major issue in the United Kingdom; however, there has been little educational research in working-class boys' identity work surrounding learning practices where boys actively engage. This article attempts to address how identities are influenced by new literacies, specifically DJ-ing and MC-ing. Through these new literacies, our participants invert the "bad boy," anti-school, masculine identity in favor of teaching one another and enjoying a challenge.