In today’s world, with increased movement and growing globalization, classrooms are alive with multiple languages and ethnicities. Many students live, perhaps unknowingly, with hybrid identities and many find written communication challenging. Writing, involving not only the mechanics but also the art (Graham and Perin, 2007), is a complex skill for every student to master, the first-language (L1) learner as well as the second- (L2). Likewise, identity, influenced by relationships, experiences, and context, is a complex phenomenon. Because of this complexity, identity is best understood through the sociocultural perspective (Gee, 2000-2001; Nelson, 2008; Bucholtz & Hall, 2005). Ethnographic research is able to bring to the forefront or make visible nuances that “through a wider analytic lens” often remain hidden (Bucholtz and Hall, 2005, p. 597). Thus, to further understand the interplay between identity and the teaching and learning of writing, an (auto) ethnographic approach is used.