Second language (L2) camps provide learners with a short-term and intense experience with the target language and culture. The interactions among the campers can provide the opportunity for beliefs and values to be questioned or supported as language and culture skills are developed. This study examines the identity development of one L2 learner at a language camp in Turkey, as recorded through journal entries. Using a qualitative phenomenological research approach, the data analyzed suggest that both dissonant and harmonious events can shape a language learner’s concept of self. Applications for the classroom are discussed, based on the findings of the study.