In response to the growing number of linguistically diverse students in elementary classrooms, this Teaching Tip centers stories of students exploring language identity and use in one fourth-grade classroom in the Midwestern United States. Specifically, the author situates this Teaching Tip by first telling how students engaged in a discussion about the Navajo code talkers before nuancing stories of two linguistically diverse elementary students as they navigated and negotiated the intricacies of language identity in their school. The author then illuminates how teachers can open new spaces for dialogue about and the practice of a multiplicity of languages.