This article reports on the findings from the first part of a pilot project which gathered data from a mixed-ability Year-4 class on their perceptions of their identities as learners. A questionnaire was used which addressed both academic and affective issues, for example, why pupils do or do not enjoy certain subjects, whether they prefer to work collaboratively or alone and why they do or do not feel comfortable in the classroom. It also asked about the reasons for such preferences. The data were analysed using a trial framework which classified the pupils' responses under four headings and sought to evaluate the interaction between these elements. (Contains 3 tables.)