This study analyzes the connections among multilingual language practices, multilingual literacy practices, and social identities in two Sunni madrassahs in Mauritius. The study is framed by sociolinguistic and poststructuralist perspectives on language and identity, and social practice views of literacy. Data collection and analysis involved observations, interviews, and the analysis of written documents. In a national context that has long rejected Mauritian Creole as a language of education and literacy, the madrassah is nonetheless a place where both oral and written Mauritian Creole, among other languages, is used to religiously educate the children. The study revealed that the madrassah is a site where multilingual, multiliterate, and multiscriptural practices are used as resources to provide religious instruction, while at the same time being a place where fluid identities are shaped and negotiated through these resources. These findings suggest that dichotomies between institutionalized and local vernacular literacies and between religious and secular identities do not reflect the complexity of identities being constituted and expressed at the observed madrassahs. Speakers and readers may use multiple oral and written codes to negotiate social identities, with some identities being more negotiable than others.