Analyzing the self-identities of students with hearing loss and the perceptions of their caregivers/parents assist understanding of and affirming of one another and facilitate students' self-advocacy development. Caregivers/parents must be receptive to how the individual identifies him/herself (Cole & Edelmann, 1991; Jackson, Traub, & Turnbull, 2008; Schlesinger & Meadow, 1972). Disparate views of identity need reconciliation before addressing how to foster self-advocacy. This study examines perspectives of identity related to perceptions of hearing loss in ten participants (i.e., four students and six caregivers/parents). Data collected from in-depth interviews describe how students identify themselves and how their caregivers/parents identify their children with respect to their hearing status. The data of the study showcases three factors that influence which identity type is selected: interactions with others, setting/context, and life experiences. Findings indicate self determined identity types, the notion of identity as a fluid concept, and a sense of management as well as a sense of perseverance exist when selecting an identity type related to hearing loss. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]