This article investigates the identity negotiations of a group of Korean-born Korean American (KBKA) high school students. One of the major tensions that arise from within the Korean American community is who should be considered an "authentic" member. Therefore, in this article I illustrate (a) the way American-born Korean Americans' (ABKAs') (mis)recognition (ascribed identity) influences the identities of KBKA high school students; and (b) the way these KBKA high school students endeavor to gain recognition of how they want to be perceived by ABKAs (achieved identity). Utilizing James Paul Gee's (2001) identity theoretical framework, I analyzed interview transcripts and informal conversations from 6 KBKA high school students. I believe that by viewing identity from the tensions that exist within the Korean American community, we as educators and educational researchers can become better informed about the ways in which identities are multiple, complex, and fluid.