Korean Chinese mainly live in the northeastern part of China. This study focuses on a group of Korean Chinese high school students, who have received bilingual education for years, in the city of Qiqihar, Heilongjiang province. Adopting the ethnographic approach, this research aims to find out answers to the following questions. Under the environment of bilingual education, (1) how do the Korean Chinese students make language choice in various domains in everyday communication? (2) What are the Korean Chinese students’ attitudes towards the languages they speak in various domains of their life? (3) How do they perceive themselves among Han Chinese and other minority nationalities? This project provides an understanding of how different languages are used and perceived by Korean Chinese students, and how these students identify themselves. Here are some of the key findings of this research. The Korean language is regarded as a marker of the students’ ethnic and cultural identity. English is considered as a foreign language which is important and useful. Students show strong motivation to learn the language, even though in real life they do not use the language extensively. Putonghua is regarded as the “unmarked” language to use with strangers and “out-group” people. Furthermore, Putonghua is perceived to be a symbol of Han domination over Korean Chinese, which is somehow resisted by Korean Chinese students. However, with the support of language policy and language ideology promoted by the government, Putonghua remains influential among Korean Chinese students and it has been used more frequently, and the trend may well continue if these students pursue further studies or a career in Chinese metropolitan cities outside Qiqihar. Keywords: bilingual education, language choice, language attitude, identity construction, Korean Chinese students