The chapter explores identity negotiations by signed language learning students in a video-only mediated environment (VME). The focus is on understanding how mainstreamed deaf students can reach the goal of learning signed language to a level at which it can form the basis of a positive subject formation and identification with positive aspects of the signing community in Norway. Investigating a “friendship” teaching plan and the invitation of hearing non-signing classmates to the distance education virtual classroom, the findings presented in this chapter demonstrate how the embodied interactional organization of participation is cooperatively crafted and sustained by simultaneous co-occurring influences. The study reveals the dynamic, changing, and complex ways in which identity negotiations are accomplished by the participants in a VME, and how the identity of “deaf” becomes re-negotiated in quite extraordinary ways. A number of implications arise in relation to issues of identity development, the role of technology, and inclusive education.