Recognizing identity not only as an important educational outcome but also as being inter-related to students’ knowledge and practice, this paper explores an affordance of proof scripts; exploring students’ identities. Specifically, drawing on data from teaching experiments and the construct of perceptual ambiguity, this paper presents an analysis of two proof scripts to illustrate the ways proof scripts afford access not only to students’ understandings, problematics, and ways of reasoning but also the ways in which such scripts can be productively leveraged to witness students’ enacted mathematical identities.