In this paper the authors discuss preliminary findings from research on language learning identities of ethnic minority groups for education policy formulation. The research aims to identify and interpret changing language identities, preferences, modes of learning, and discourse affected by the transformation of the economic, social, and cultural environment of Macau since the territory was designated as a Special Administrative Region (S.A.R.) following the return of sovereignty from Portugal to China in 1999. The research is particularly concerned with identifying the perceptions held by ethnic minorities of the determinants for achievement and success in an education system polarized by language preference and priority. The case of the cross-cultural identity of the ‘Macanese’ is presented as a preliminary study to inform education policy and advocate further research on ethnic minorities in Macau.