The purpose of this qualitative case study is to explore the literacy practices of marginalized adolescent youth in India and the relationship of these practices to imagination and identity construction. More than just tools for communication, language and literacy practices allow individuals to express their selves and identities as they voice their thoughts, negotiate meaning (Dyson & Genishi, 2005; Gee, 2003), and enact themselves within society (Janks, 2010; New London Group, 1996). This qualitative case study took place in Lucknow, India; the subjects were a group of adolescent girls at a nonprofit all-girls school in a seventh-grade classroom. Using discourse analysis, the data revealed the ways in which the girls used literacy to agentively position themselves as actual selves in their societies, as imagined social selves and others, in relationship to social others, and in imagined events.