Starting from Lave and Wenger's (1991) theory of legitimate peripheral participation (LPP), and developing the idea of learning as a reconfiguration of agency, this article offers a perspective on learning as a change in identity. It begins by contrasting LPP and behavioral and cognitive conceptions of learning. Then it discusses some meanings of the concept of identity in the recent literature in psychology and education. The article ends by introducing the notion of agency as way to articulate the concepts of identity, learning, and practice.