This study examines heritage-language (HL) experience and identity of 12 adults of mixed-heritage backgrounds through in-depth autobiographical interviews. Each participant has an English-speaking American parent and an HL (Chinese, Japanese, Korean, Spanish, or Vietnamese)-speaking immigrant parent. The interviews explored each participant's experience in the HL while growing up, self-claimed proficiency in the HL, attitudes toward the HL, and self- and other-perceived identities. The findings suggest that HL proficiencies varied widely, tending to correspond with the extent of the participants' interaction in that language. Three participants had extensive HL experience while 9 had limited HL exposure. These 9 mainly attributed their lack of HL proficiency to their parents' and/or their own reluctance to use the HL, which arose from various societal and personal pressures to shift to English. This article discusses the implications of these findings on heritage-language education. (Contains 1 table.)