This presentation puts the emphasis on how four immigrant children as learners relate to other people and artifacts, drawing on deeper trajectories or narratives of the self as it exists within and outside the immediate learning contexts. The data was gathered as part of the ongoing Learning Lives project which focus on three transitions (cohorts) within the educational system in one community in the eastern part of Oslo, Norway (Erstad, Gilje, Sefton-Green, & Vasbø, 2009). The data presented here stem from cohort 1, which put an emphasis on preschool children’s learning identity in the transition from kindergarten to first grade in primary school. The preliminary analysis is based upon video data, interviews and the observations of these four children followed during the last six months in kindergarten and the first two weeks of primary school. The data consist of observations during organized as well as free play activities in kindergarten, in their local community and at home. The aim of the presentation is to contribute to broader discussions of what role particular artifacts may play in childrens literacy practices when initiating and performing their agency and identity as learners.