The role of cultural identity in bilingual programs has barely been discussed in regard to second language acquisition (SLA). This research study focuses on providing relevant information that would help in providing more information about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This qualitative study took place in a Dual Language Program in a public elementary school in Northern Virginia, USA. A total of 17 students were immersed in a 50:50 program, that is, 50% of the classes were in English and the other 50% in Spanish. The information was collected using in person interviews, focus group sessions, participants' artifacts, and field observations. The experiences that emerged as contributors to children's cultural identity formation include receiving others' influence, living situations as determiners of languages switch, and using two languages as a key aspect in self-esteem improvement.