Language and culture are two integral elements of identity. Through learning a foreign language and culture, learners may alienate from their root ethnicity, language, and culture and subsequently their identities can be reconstructed. Thus, the present quantitative study aimed at investigating English language learners’ and Engineering students’ identity reconstruction within the Iranian EFL context. Moreover, the study sought for identifying any discrepancy between academic and non-academic L2 exposure. In order to fulfill the objectives of the study, a Likert-scale questionnaire consisting of 31 items representing identity reconstruction was distributed among participants. A total of 112 English language learners as well as 104 Engineering students participated in this survey. Descriptive and inferential statistics were run between the data collected by the questionnaire. Statistical analysis of the data revealed that there was a very minute negative relationship between EFL learners’ language exposure and identity reconstruction. Also a small positive correlation between language exposure and identity reconstruction was shown among non-EFL learners. Based on the results identity scores were different among academic and non-academic L2 exposure. Finally, the implications and further suggestions for this study were discussed.