For young bilingual students a feeling of connection to their background languages and cultures forms one important aspect of their developing identities. This paper addresses some of the findings from a larger study examining students' understandings of their identities as bilingual. The study involved students who are part of a bilingual program that operates in French and English within a government primary school in Sydney, Australia. This paper focuses on the experiences of two students in the study, who both expressed a feeling of connection and bilingual identity associated with both French and English--the languages of the bilingual program and languages that they both use at home. The paper provides a snapshot of two young female students who were interviewed about their languages and bilingualism--Genevieve and Elizabeth (pseudonyms). (Contains 2 figures.)