Recent studies claim that second language learning influences learner identities. In the light of globalisation, learners of English invest in this powerful language of career and social enhancement, which is simultaneously an investment in their new identities. Learners of English, particularly in EFL countries such as Japan, strive to acquire this language despite their limited immediate need for it. This small qualitative case study of Japanese adult learners of English suggests that they believe English can transform who they are and/or what they can do. Additionally, they regard English as the language with which they can express their opinions freely. Findings also suggest that these Imagined Second Language Identities (ISLIs) -- imagined English-speaking selves in an imagined global English-speaking community -- are primary factors that influence their investment in learning English and their willingness to communicate actively. Given this, the concept of ISLIs should be explored and incorporated into ELT.