In the last decades, the phenomenon of language identity has raised significant academic interest in sociolinguistics, whereas studies revolving around second language acquisition in a study abroad context have put more focus on exploring the connection between a language and identity instead of the development of language proficiency. This thesis aims to explore the experiences and attitudes of students who participate in study abroad programmes regarding their identity in relation to the language(s) spoken during the exchange program. The main research questions were: 1. How does the change of environment and close circle of friends and family in the study abroad context affect one‟s view, beliefs and needs? 2. While studying abroad, do students perceive themselves differently while speaking a second language? 3. Do students participating in study abroad programmes perceive improvements in second language usage? The participants were students from different parts of Croatia, three females and two males, who took part in the Erasmus exchange program in Portugal in the 2019/2020 and 2021/2022 academic years (four in Lisbon and one in Aveiro). To achieve the aims of this study, semi-structured interviews were used as a data collection method and qualitative approach to analysing participants‟ answers. The study confirmed that there is a noticeable change in one‟s self-confidence and independence after the study abroad experience, which is closely related to increased second language proficiency. It also confirmed that some participants perceive themselves differently while speaking a second language and find it more difficult to express their true selves.