The social turn in the second language acquisition (SLA) discipline has positioned identity as a central tenet of language learning. Although many SLA theories have incorporated this dimension into their curricular approaches, the heritage language education subfield is still far behind. Despite identity preservation being a driving force for heritage language learning, heritage language programs have not taken an identity-centric approach to the teaching of heritage languages. This is especially true for Persian heritage language programs. Although demands for teaching and learning Persian have been on the rise due to geopolitical events shifting the nature of international relations and resulting in a rise of immigration from Persian-speaking countries, Persian heritage language programs have been witnessing high student attritions. Negligence of students’ hybrid identities and incorporation of relatable-curricular materials has often been cited as reasons for these attritions. Through review of literature and examination of ethnographic data collected from a Persian heritage classroom, this chapter highlights the affordances that an identity-centered approach to heritage language education has to offer for teaching and learning Persian. The chapter ends by recommending further development and identity-centered research within the field of Persian heritage language education.