A study examining the classroom English-as-a-Second-Language (ESL) learning experience of six language-minority children from kindergarten through fourth grade is reported in a case study of one child, a native speaker of Punjabi, in her kindergarten class. Data were gathered, using ethnographic methods, in classroom observation, some videotaped or audiotaped, and parent and teacher interviews. The child's language abilities, classroom behavior, and establishment of identity are discussed, with illustrations from classroom interaction and conversations. It is concluded that the child came to inhabit a flawed identity in the classroom, and that she makes sense of her situation in terms of that identity. When she lost the support of her community, needing to speak on her own in a circle or to children who are not friendly to her, or needs to perform individually in front of the teacher, she appeared mentally disorganized and linguistically incoherent. Her efforts to avoid being caught not knowing something may distract her from using community cues she is ordinarily adept at using in other situations. Implications for classroom practice are discussed. Contains six references. (MSE)