The purpose of this study is to provide an understanding of North Korean defector students' identity representation and construction with the recognition that their stories are rarely told in educational research. Based on a literature review that describes identity as changeable and multifaceted and writing practices as a tool to explore and construct identities, this paper examines one North Korea defector student's identity representation, exploration, and negotiation in her writing before and during an after-school multicultural writing program. Data sources included the focal student's writing products before and during the program, field notes and video recordings of the writing program, and audio recordings of interviews. Collected data were analyzed based on Fairclough's (1995) framework of the three-dimensional discourse analysis. Results show that through particular writing practices that allowed fictionalized scenarios and identities which also enabled indirect self-analysis, the focal student was able to negotiate her national identity and critically reflect on her discourse and student identities; as a result, she was able to construct more positive identities.