This case study explores how simultaneous Turkish-English bilingual identity emerges from a child-raising context where English is neither the first nor the primary language of the parents or the community. In the context of Turkey, where a special value is attributed to the English language knowledge, Turkish-English bilingualism is associated with a privileged social position, even for young children. By focusing on the bilingual experiences of an 11-year-old child, this study traces the dynamics shaping bilingual identity development. The research employs data triangulation, consisting of diary notes, a metaphor questionnaire, and semi-structured interviews, each contributing to psychosocial perspectives of bilingual identity development across time and space. The data implies an investment in a young bilingual's identity development, despite the relative scarcity of language learning resources, and affiliation for the imagined community.