Despite considerable discussion and controversy over the native/nonnative distinction, there is no satisfactory definition of the terms. In addition, the literature tends to reduce the complexity of the distinction to an overly simplistic and problematic dichotomy. Using a qualitative case study approach, this research article examines the native/nonnative status of six linguistically diverse teacher candidates in Canada. The candidates' self-designation of their identity and level of proficiency is compared with the perceptions of their instructors and with those of an additional teacher educator who did not know the candidates. Within the social context under investigation, the candidates negotiated linguistic identities which did not fall under the native/nonnative categories but better represented their true linguistic identities. The findings of this study suggest that linguistic identities are multiple, dynamic, dialogic, and situated rather than unitary and fixed. The implications of monolingual ideologies are discussed in the hopes of moving beyond a simplistic dichotomy. (Contains 1 table and 8 footnotes.)