This entry examines the intersection of second-language (L2) identity and digital gaming identity within digital game–based language learning and teaching (DGBLLT) contexts. Following Gee’s (What video games have to teach us about learning and literacy. Palgrave Macmillan, 2003) identity model, this entry discusses the layered nature of identity in gaming (virtual, real-world, and projective identities) and its adaptability to social and cultural norms in these spaces. It further explains various modes of identity performance in video games via avatar creation and interactions with a gaming community and highlights how language learners establish social standing, assume leadership roles, and contribute linguistically within gaming communities. Finally, it connects Dörnyei’s L2 motivational self-system to DGBLLT, positioning it as a framework for understanding the motivational and identity-building potential of game-based environments. The entry concludes with an overview of the ongoing and future implications of digital identity research in DGBLLT in the area of CALL.