Learners' identity is considered a resource, but is also assumed to conflict with impartial history learning practices. This empirical study explores the relationship between learners' social identity and their historical practices and understanding. Sixty-four Jewish-Israeli 12th-grade students of Mizrahi and Ashkenazi ethnicities studied a historical controversy concerning the relations between the two ethnic groups. Participants' discussions were analyzed to trace the impact of social identity on historical learning and the application of disciplinary practice. Findings attest to the impact of social identity. Participants frequently approached evidence and applied empathy in ways benefitting in-group image. However, social identity and intergroup interaction also motivated elaboration of arguments and disciplinary practices. Implications for engaging diverse students' identities in history teaching are discussed. (Contains 1 note.)