This study of eleven young North Korean Defectors (NKDs) examines how they engage in daily learning focusing on the process of identity reconstruction through their attempt to engage in career development activities. For the purposes of this paper one case was selected to illustrate how a reconstructed identity is learned. The main research questions for the study were: a) how do young NKDs reconstruct their identity in career development activities? and b) how do young NKDs learn through the identity reconstructing process? This research was based on a Cultural-Historical Activity Theory and data were analyzed by adopting a theory-driven approach. For data analysis, open, focused, and axial coding was conducted. Conclusions are preliminary, as the analysis is ongoing. [For full proceedings, see ED570489.]