Grounded in sociocultural theory and informed by Bakhtinian’s notions of dialogism, utterance, heteroglossia and addressivity, this paper presents findings from a collective case study of the identity enactments and negotiations by way of their literacy practices of three children in the three families of Muslim immigrants (i.e. Muslim-Moroccan, Muslim-Somali, and Muslim-Indonesian) living in an American Midwestern town. Three types of data were collected: observations, spoken data, and artifacts. Data were analyzed at two-tiers, first as individual cases and then as part of a cross case analysis. The study revealed that there are co-occurring and mutually affirming processes that took place among the study participants identified as “eMersion,” “acquiring Qur’anic literacy,” “forging nostalgic alignments” and “bi-lateral nostalgia.” This paper specifically highlights the complex process of literacy practices called “Acquiring Qur’anic Literacy” and “eMersion” and identity enactments called “Forging Nostalgic Alignment,” and their relationships to a phenomenon called “bi-lateral nostalgia” among these three Muslim immigrant families.