This study investigates how five non-heritage language learners manage themselves in a heritage learner dominant classroom. It looks at mainly the interactions among the students from a sociocultural perspective in terms of their attitude, socialization, and using strategies. The results indicate that most of subject students struggle but successfully manage to keep up with their heritage peers and sometimes put a counter-impact on them and facilitate an affirmative learning atmosphere. Cooperation is the main strategy the students mainly rely on. They seek help from either their heritage peers or the same group peers. One unsuccessful case is found, but it has nothing to do with the heritage learner dominant context. Not being motivated turned out to be the reason.