Drawing upon sociocultural theories of learning and social constructivist theories of identity development, this article defines learning and identity as outcomes of participation in order to investigate how an emergent bilingual in elementary school, Roselyn, has opportunities to participate in school-based activities and how these structured shifts in her learning and identity. Drawing upon a unique data set that aligned 18 months of student interviews with student observations, findings indicate how Roselyn's shifts in participation lend insight to how she was able to construct identities of herself as a learner in general, and more specifically as a Latina language learner.