Sign language learners are a heterogenous group who have different motivations for embarking on formal studies. It is apparent at the outset that many learners are uninformed about sign languages and the deaf community. It has been previously noted that societies often lack the understanding that signed languages are valid languages, and have prevailing ideologies that oral-auditive languages are superior to visual-spatial languages. This research study explores the extent to which being a sign language learner contributes to the formation or (re)negotiation of a multilingual identity. Researchers have hypothesised that in the right conditions, a classroom environment allows for a participative multilingual identity to be formed. In order to investigate this, interviews were conducted with 21 learners enrolled in a Deaf Studies programme at a university in Ireland. Findings suggest that the immersive nature of the learning environment acts as a catalyst for shifting language ideologies. This claim is based on learners' growing appreciation of the social justice principles which deaf communities are striving for in relation to access and recognition. The argument is put forward that this may lead to a (re)negotiated multilingual identity, which now encompasses a visual-spatial sign language.