Schools in Guam function to Americanize immigrants by adjusting different sociocultural values to American mainstream beliefs and practices which are considered norms, such as the matters of hygiene, manners, and farming and food preparation process. However, the educators in this study manifested their different ways of understanding and an empathy for new immigrant children and identifying who they are. Due to the unique Guamanian circumstance of multiple, mixed, and complicated identity formation, they must deal with a triple standard not only for themselves but also their students, including reviving Guam's native culture of Chamorro, embracing the different cultures from new immigrants, and incorporating them into American mainland's educational practices and culture at the same time. Due to the unique Guamanian circumstance of multiple, mixed, and complicated identity formation, they must deal with a triple standard not only for themselves but also their students, including reviving Guam's native culture of Chamorro, embracing the different cultures from new immigrants, and incorporating them into American mainland's educational practices and culture at the same time. Their "markers of identity" (Grant, 1997, p. 9) are formulated by compromising diverse identities and roles existing in a Guam context. In this process of marking identity, the respondents indicate that Guam can simultaneously be majority Chamorro while acknowledging "the others" as minorities who to date have received insufficient attention as Americans. As a result, efforts are needed to mirror new immigrants to reflect themselves and their past experience. Simultaneously, each of these groups continues to struggle developing their unique identities by taking account of their own views of and needs as they are living within a unique and different historical, cultural, geographic area.