When students begin secondary school they must learn what it means to be a learner of mathematics in this new context. Certain actions are more valued than others and these can be considered "scripts" for successful learning. Students may call upon these scripts when enacting their mathematics learner identity. Sixty-four interviews with 22 students and 16 interviews with their Year 9 teachers were analysed using a performance metaphor for identity to explore the role of scripts in developing learners' mathematics identities. Teachers promote an "ask questions" script and see their students as lacking if they do not do so. Students, in contrast, receive and enact passive learner identity scripts.