Analyzing the self-identities of students with hearing loss and the perceptions of their caregivers/parents assists in understanding of one another and facilitates students' self-advocacy development; however, disparate views of identity must be reconciled before addressing how to foster self-advocacy. Caregivers/parents must be receptive to how a student with hearing loss identifies him/herself (Cole & Edelmann, 1991; Jackson, Traub, & Turnbull, 2008; Schlesinger & Meadow, 1972). This study examines perspectives of identity related to perceptions of hearing loss in 10 participants (i. e., 4 students and 6 caregivers/parents). Data collected from in-depth interviews describes how students identify themselves and how their caregivers/ parents identify their children with respect to their hearing status. Results showcase three factors that influence which identity type is selected: interactions with others, setting/context, and life experiences. Findings indicate self-determined identity types, the notion of identity as a fluid concept, and a sense of management as well as a sense of resiliency all exist when selecting an identity type related to hearing loss.