This study explored how community resource-based science inquiry shaped changes in five elementary students’ science identities and examined the educational significance of those changes. Data from pre- and post-surveys, photo journals, in-depth interviews, and researcher notes were analyzed through a qualitative case-study approach. Using Hazari et al.’s framework, the data were coded and interpreted across four dimensions-interest, recognition, competence, and performance-and triangulated to identify patterns of change and the experiences associated with them. The findings showed that, first, students’ interest in science expanded from enjoyment and curiosity about the activities themselves to engagement in the inquiry process and understanding of scientific concepts. Second, their recognition of what it means to be good at science shifted from external criteria, such as test scores and correct answers, to process-oriented criteria, including participation in inquiry and the ability to explain scientific ideas. Third, students’ self-beliefs about their scientific competence were strengthened through experiences of understanding, interpreting, and applying scientific concepts beyond simple memorization. Fourth, in terms of performance, repeated inquiry experiences and collaborative activities gradually fostered students’ confidence and willingness to participate as active agents in solving problems. This study suggests that community resource-based science inquiry activities can serve as a meaningful context for the development of elementary school students’ science identities and highlights the need for curricular support and institutional foundations to sustain such activities.