Language learner identity has been heavily researched in the field of applied linguistics and there is considerable data that demonstrates the complexities of the development of identity. This study contributes to our collective understanding of the interplay of students’ linguistic identities and how immersion programmes abroad can influence that development through the theoretical framework of Vygotsky’s Sociocultural Theory (SCT). Within this theoretical framework, this naturalistic case study aims to capture some of the attributes and qualities of English Language Learner (ELL) identity. This investigation consisted of three participants at an intensive English programme (IEP) in the United States who were selected via purposeful sampling – a prospective doctoral student from Thailand, a prospective master’s student from Uruguay, and a prospective undergraduate student from Kuwait. Data collection consisted of a series of student interviews, researcher observations, and instructor reflections. Through triangulation, the researcher engaged in thematic coding which yielded results that language use of both English and their native language(s) were influenced by the IEP context. Pedagogical implications of translanguaging and creating an inclusive learning environment via cultural competencies are discussed. This study demonstrates how the complex experiences of studying abroad for ELL students yield unique insight into the ever-changing linguistic identities of our students.