Over the past 15 years the field of heritage language learning and education has undergone significant growth and development, and though research on heritage language learning and heritage communities has primarily focused on K-12 community-based learning initiatives, the heritage language/culture experience is a life-long journey which takes on different meanings at different points in our lives (He, 2014). Opportunities for learning a heritage language and/or culture, specifically within higher education, are in fact limited, compelling students to actively seek out and create their own opportunities for exploration. Considering, also, that the college years are a formative period where students have the opportunity to (re)shape how they see themselves (Baxter Magolda, 2001, 2008a; 2008b; Evans et al., 2010; Kegan, 1994), looking at the ways in which students create their own assemblages of learning can expand our understanding on how heritage language/culture learning plays a role in the lives of these students. Drawing on poststructural theories of heritage (Smith, 2006; Van Deusen-Scholl, 2003), identity (Bhabha, 1994; Gee, 2000; Hall, 1990), translanguaging (García, 2009; García & Li Wei, 2014; Li Wei, 2018a), and posthumanist understandings of intra-action and entanglements (Barad, 2007), through a patchwork ethnography (Günel et al., 2020), this study aims to understand the ways in which college students curate and assemble their own heritage learning experiences and the new emergences and meanings produced from these experiences.