This ethnographic case study uses participant observation and interviewing to explore the multiple, complex relationships between language and identities in a particular Puerto Rican community. Participants included students and teachers from a K-9 school-turned-community center in a rural municipality in Puerto Rico. Participants did not think that one had to be a native Spanish speaker to be Puerto Rican and English was not necessarily a threat to Puerto Rican ethnic identity. (Contains 1 table and 1 footnote.)