This article draws on a larger study on schooling and diaspora using the case of the Greek community of Melbourne, Australia to examine processes of identification of young people with access to minority cultures. The Melbourne Greek community is long-standing, diverse, and well-established. Because of this, the young people involved in this study provide insights into cultural processes not related in any direct sense to migration. In most cases, it was their grandparents or great-grandparents who migrated. Many have 1 parent with no ancestral link to Greece. In this context, the motivations for and ways of expressing Greekness have the potential to illustrate identification as ambivalent. This article explores the centrality of "home" in these young people's representations of self. Following de Certeau, the argument is made that their everyday experience can be interpreted as an act of "anti-discipline." As "users" of the Greekness, they are bequeathed through family, community, and schooling; and they use "tactics" of cultural redeployment that allow creative resistance and reinterpretation of both "Greekness" and "Australianness." (Contains 1 footnote.)