This study investigates how Chinese American children construct their identities in self-created multimodal discourses. Drawing from multimodal discourse and critical visual literacy, the research analyzes multimodal discourses created by eight Chinese American children, including the illustrations, texts, and oral explanations. The findings reveal that these children construct dual representations of identity--depicting themselves as both ordinary and distinctive. These portrayals simultaneously align with and challenge stereotypical depictions of Chinese Americans in dominant society, underscoring the need for diverse and pluralistic representations of people and culture.