This article is the product of a study, conducted over one academic year, that followed ultra-Orthodox women students working toward Bachelor’s degrees at a secular teacher training college with the goal of getting accredited to work at Education Ministry-supervised schools and thereby improving their employment prospects. It finds that a process that began as technical and instrumental emerged as one that, under certain conditions, could affect all of a student’s various identities. During the learning process, students faced contradictions between the realities conveyed to them in an unfamiliar academic language and their experiences in the ultra-Orthodox world.