This article explores early bilingual script writing as an act of identity. Using multiple theoretical perspectives related to social semiotics and social constructivist perspectives on identity and writing, the research presented in this article is based on a case study of an early biliterate learner of Japanese and English from the ages of 3–7. Through the analysis of multiple data sources, this research seeks to understand how Emma authored herself as she composed signs through the integration of voices represented in the use of multiple scripts. This article presents descriptive statistics on 372 written artifacts collected in the home and two interrelated themes that arose out of the raw data. Finally, this article will suggest that the availability of multiple scripts allowed Emma to work through constructs of “self” and “other.” In addition, the conclusion of this article will discuss the implications for schools.