In this study, I examine the plurilingual identity constructions and expressions of generation 1.5 Iranian-Canadian minors living in Canada, focusing on their perceptions across diverse sociocultural and educational spaces. Using a qualitative multiple-case study approach and drawing on positioning theory, I investigate the impact of social position on language learning and the dynamic interplay among heritage language maintenance, access to resources, and cultural capital. I employ a multi-method qualitative approach, including interviews with parents and children, children’s visual representations, and value-laden artifacts, to explore three main ideas: parents’ access to resources and capital, the role of heritage language and identity, and the role of children’s families and communities in supporting them in their language development. Findings reveal a close link between access to resources and plurilingual education, the existence of mono-lingual mindsets in some Canadian schools, and discriminatory practices that hinder children’s plurilingual identity construction. Children demonstrate resilience in the face of adversity, drawing upon their cultural capital and adapting to diverse social situations. Family language practices and emotional connections to relatives and the country of origin play crucial roles in supporting the development and maintenance of children’s heritage language and identity. This study contributes to a deeper understanding of the complex processes involved in constructing and expressing plurilingual identities while highlighting the need for a better understanding of social contexts and the implementation of appropriate language and socialization strategies to address the challenges.