The process of forming a sense of identity is a crucial developmental task for all high school students, but it can be particularly challenging for those students who find themselves at the intersection of ethnically and socially diverse cultures. Literacy activities can serve as a means through which we can learn more about such bicultural students' identity experiences. This article explores the role of literacy activities in supporting bicultural identity-making processes within the context of an after-school Asian literature club at a suburban U.S. high school. The study participants were seven high school students of varying Asian backgrounds. Qualitative data from club meetings, semistructured interviews, and written reflections reveal that literacy activities serve as an analytic window through which to learn more about bicultural high school students' interpretations and beliefs, and, subsequently, their personal choices and decisions. This research holds important implications for both educators and researchers invested in learning more about the identity experiences of all students who are seeking guidance and support for their participation in multiple worlds.