The growth of the Mexican population in the U.S. Midwest has also been reflected in the public school population. Mexican students face many hardships in school such as language difficulties and cultural issues. Due to these hardships, their dropout rate from school is high and their attendance of postsecondary institutions is low. Using critical discourse analysis, this study explores the identities enacted in recently arrived Mexican students' descriptions of their views on language use at school in the classroom as well as in other spaces in the school environment. Instead of using external elements such as attendance, test scores, participation, and other external indicators, this study uses the students' descriptions of their experiences to discover the identities constructed in the context of language use at school. The study informs us about some reasons Mexican students acquire identities of English speakers and their future plans for English. At the same time, their consideration of Spanish in academics and the role it plays in their lives at school is brought out. The findings provide valuable insights for school administrators, for those in charge of reviewing the school curriculum, for language policy makers, and for teachers as they interact with and educate English language learners each day. (Contains 2 tables and 2 footnotes.)