In the context of the integration of newcomers into the Canadian educational system, and given that teenage newcomers have only a few years to successfully integrate into the new educational systems, this study was aimed at exploring newcomer teenagers’ identity as learners of mathematics. Drawing on Ivanič’s (1998) co-constitutive and multi-dimensional framework to understanding identity and addressing Ricoeur’s (1992) etymological distinction between idem and ipse identity (identity as sameness and identity as selfhood), a research design was set up to explore newcomer teenagers’ mathematics identity work in the making. Specifically, this theoretical framework examines newcomer teenagers’ (a) autobiographical identities (past experiences with mathematics), (b) authorial identities (making statements in and about mathematics), (c) discoursal identities (how one is talked to and about as a learner of mathematic), and (d) socioculturally available selfhoods (possibilities of selfhoods that are socioculturally available to people).