In the urban diverse school where I taught for eight years, many students were “floating children” (i.e., children from rural or sub-urban are brought to the city by their migrant parents who seek job opportunities). They often had interrupted education and struggled to develop a positive identity in education. After nine years of compulsory education, many of them attended vocational school then went to work soon after; only a few went to college. Through teaching diverse students, I recognize that individuals’ identity, choice, and opportunity are shaped as well as limited by their social positions.