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Linguistic and cultural identity are important components of Dual Immersion programs. This research explores ten-year-old students' views on the value, status and use of Spanish and English in a Dual Immersion program in order to gain understanding of the extent to which the goals of bilingualism, biliteracy and biculturalism are being met. Excerpts from surveys and class discussions are presented to illustrate students' perceptions. Findings include a sense of pride in being bilingual, an awareness of how the value of a language is context dependent, and a conscious choice in language use. Bicultural identity development is not apparent. It is important for professionals in bilingual education to explore the perceptions and attitudes that our students have in regard to the two languages they are immersed in. If students feel that their home language is equally valued, respected and useful, it could ultimately lead to increased self-esteem and academic success.