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Chinese Heritage Language Learners (CHLLs) in the United States face limited access to formal heritage language education in K-12 settings, often relying on informal learning environments shaped by family and community. This study examines how CHLLs construct and negotiate their identities as Chinese Americans across different stages of life, focusing on their transition from high school to college. Using Multilingual Subject and Investment Theory as frameworks, this research explores how CHLLs navigate societal language ideologies, familial expectations, and linguistic practices. Findings reveal how increased agency in college enables CHLLs to reconcile their American and Chinese identities, highlighting the dynamic, fluid nature of their multilingual identities. This study contributes to understanding identity negotiation in heritage language learning contexts.