This study examines the lived experiences of identity of 4 Chinese Heritage Language (CHL) students participating in a year-long study abroad program in China. In a narrative inquiry, we draw on 2 mutually complementary theoretical frameworks--the Theory of Communities of Practice (Wenger, 1998) and Self-Categorization Theory (Turner et al., 1987)--to shed light on the individual trajectories of identity development, which cannot be fully unveiled by proficiency assessment. By exploring the behavioral, socio-psychological, and discursive dimensions of CHL identity in the ancestral homeland, which is largely overlooked in CHL research, this study contributes to a more comprehensive theory of CHL development. It also provides empirical grounding for meaningful intervention in study abroad programming and pre-departure preparation.