An international experience usually influences language learners’ identity through social participation. This qualitative study examines a group of British students’ identity change in China. We conducted individual interviews and group discussions with eight participants. The analysis revealed that despite an outset perception of “otherness,” some students sought excitement and new experiences while others strengthened national identities. Students whose identity shifted toward the “open-ended” took pride in their Chinese proficiency development and made use of “otherness” to build close and meaningful relationships. Students whose identity shifted toward a “self–other” orientation did not seek cultural experiences. These findings will inform international students and education providers to make the most use of study-abroad opportunities and experiences to learn the culture and language of the host country.