Multilingualism in education has long been a topic of fruitful inquiry (cf. Cenoz, 2009; Jessner, 2017; Calafato, 2019; Calafato & Tang, 2019). Equally much, there are heated ongoing debates over the mechanisms of trilingual (cf. Flynn et al., 2004) and quadrilingual language acquisition (cf. Ozernyi, 2021). Multilingualism and multilingual identity in Ukraine, however, remains a gravely under investigated field. This study aimed at exploring the complexities involved in the evolution of language identity of adolescent multilingual students in central Ukraine, their languages being: Russian (native), Ukrainian (second or bilingual), English (formal instruction, 10 years), German or French (formal instruction, 5 years). Reflections of 30 students were included, divided into two groups: 15 juniors aged 16-17, 8 female and 7 male, as well as 15 seniors aged 17-18, 8 female and 7 male. Interviews as well as surveys were used. The primary areas of inquiry were language identity, impact of recent Russian-Ukrainian war on the language identity as well as L3/L4 as a means to mediate society’s partly political polarization of Russian vs. Ukrainian language dichotomy. The results showed that language identity rapidly evolved and fluctuated within the period of 2014-2020 and depended heavily on the political and societal tendencies. Students identified society as a key influence on their language identity. No significant correlation of language identity identification with gender or age was found. Author: Daniil M. Ozernyi, Northwestern University <doz@u.northwestern.edu> Curriculum and Assessment Advisor, ENGin <http://enginprogram.org/> Adjunct Faculty, English Dept., 2020-2021, Collegium 16 member of the Linguistic Society of America <https://www.linguisticsociety.org/>