The author conducted a descriptive case study that used artmaking to investigate the phenomenon of representation of personal and cultural identities. Set within the middle school visual arts classroom, the study focused on three female, dual-culture 6th-grade students. "Dual-culture" is defined in this context as a person born in the United States of America whose parents were born elsewhere, i.e. first-generation children. The author observed and interviewed the students, and analyzed their artwork in order to describe how they defined, characterized, and represented aspects of their American culture and their own families' native culture. She hoped that through this investigation, she would better understand how adolescents thought about and discussed culture and created identity, so as to implement lessons that would offer fuller opportunities for the exploration of identity. Furthermore, she hoped through the study to better understand her own process of acculturation and identity formation as a dual-culture individual and educator. In this article, the author highlights the stories of the three students and her own story, as they shift and adapt to different cultures. (Contains 4 endnotes.)