This article explores how middle school Latina/o youth articulate their intersecting language identities as part of larger institutional and transnational experiences. Students navigated the multiple labels ascribed to them as members of the English for Speakers of Other Languages (ESOL) program as they shaped perspectives of their bilingual selves. Findings from this ethnographic case study show how youth resisted the institutional identities that the ESOL label reified and how students repositioned themselves as language balancers, border crossers, and marketable bilinguals. Implications for educational language policy and programming are provided.