In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we analyzed students' views on learning in the regular classroom and in the German as a Second Language classroom. Findings from the study revealed that students had awareness and a high appreciation of their multilingual skills. Students clearly understood the implications of having a first language that was not the dominant societal language. Students' multilingual skills allowed them to recognize differences in their instruction and the future imagined for them by the teacher when they participated in the general literacy classroom versus the German as a Second Language classroom.