<p>Transformative educational processes (“Bildungsprozesse”) are considered to be initiated by the irritation of the subject. In the school context, considering Humboldt’s idea of <i>Bildung,</i> this is thought to be achieved through subject-specific knowledge and its contrast to the pupils’ personal lifeworld. However, it is also pointed out that this requires educational spaces (outside of formal schooling) that promote social acceptance and provide opportunities for orientation towards the goal of experiencing such transformative educational processes. This article focuses on identity as part of the personal lifeworld of pupils in the context of a&#xa0;non-formal educational learning space (MECLES: Mentor Community Learning Spaces), in which mother-tongue Greek lessons are offered. The project addresses pupils of Greek origin and links cultural learning to mother-tongue teaching. The empirical case analysis of a&#xa0;group discussion with four students uses the documentary method to reconstruct the foundations for transformative educational processes that this non-formal educational space (does not) enable, and how the students relate their identity concepts in the project MECLES and school-based learning to each other. The results from the reconstructive case analysis show that the students construct their idea of Greek identity as a&#xa0;counter-horizon to school-based learning. The article concludes with further reflections on school and transformative educational processes.</p>