Writing is a powerful social tool that offers students opportunities to chisel their identities as they position themselves and others on issues and beliefs (Dyson, 1992). This article presents the story of how Mark, a fifth-grade student who resisted writing in certain classroom contexts, used positional writing practices to shape his identities. The author uses the term "positional writing practices" to describe classroom writing activities that provide opportunities for students to examine their own and influence others' values and beliefs as they test and develop their voices and identities. The author presents the methods she used in response to Mark's positioning. She began a systematic study of teacher research wherein she collected students' writing samples, video- and audiotaped class writing practices, interviewed students, and kept a reflective teaching journal. Data analysis proceeded simultaneously with the collection of data to identify key factors (Wolcott, 1994). Data was carefully examined using a question-based approach to determine instances of key practices based on her evolving definition of positional writing practices. The evaluation implies that listening for students' voices through positional writing practices opens the door for teachers to hear and understand how students sometimes struggle with who they are as learners.