In this article, the author discusses the cultures of exceptional adolescent and teenage students within three dimensions: resistance to inclusive classroom, post-structural qualitative research on language as a discourse system or formation, and how the method or strategy of having students and teachers trans-identify. When students articulate expressions of and resistance to the dominant power relations of both school and society, they may begin to see or read those power relations as not merely the simple power relations of class, gender, ethnicity, sexuality, and race as reflected in schools; but, further, see how these relations are linked together in language structures that layer or imbricate the macro institutions of society to the micro sub-groups and youth cultures of the school and classroom. This article also proposes to be a lens from which to view the struggles against the limits or parameters of ideology in student group cultures and resistance by examining how exceptional students within hegemonic struggles offer counter-hegemonic responses in classroom discourses. This means exploring those layers of discourse or the layers of various meanings that intertwine themselves in and through youth culture expressions and language use in which students can "trans-identify" as opposed to "self-identify" themselves.