Our research aims to understand the evolution of students’ learning identity and learning preferences, by identifying the characteristics of these evolutions. We carried out a multiple case study (Stake, 2006) with Quebec secondary school students, just after the introduction of drama in their curriculum, and then at the end of the school year. We seek to determine whether their learning identity and their learning preferences, in the theatrical context and in the overall high school context, evolve correspondingly. Our analysis of the corpus reveals joint and consistent changes in learning identity and learning preferences in both contexts, suggesting a link between the way students define themselves and their learning preferences, both in their conative and their cognitive dimensions.