The formation of cultural identity and place identity is a process that displays fluidity through and movement across space and time. Within Australian Aboriginal cultures, people have constantly been adapting to both natural and humaninduced environmental changes throughout both pre- and post-contact periods. Consequently, Aboriginal people’s transactions with their local social and physical environments and their cultural, place and group identity constructions continue to change over time. With the accelerating effects of global change, however, individual cultural identities are becoming less defined by cultural discreteness, but rather by cultural interconnectedness. Acknowledging these changing cultural identity processes is particularly salient for researchers studying children and their environments. Children are frequently affected by the positive and negative impacts of global change, such as climate impacts, uneven economic developments and environmental degradation. The developing child will not only identify with her/his locality, but her/his identity constructions are also globally influenced. The present study explores Australian Aboriginal children’s experience of space and place within the rural community of Cherbourg. The current social and physical makeup of Cherbourg has evolved out of its complex multicultural and institutionalised past. Aboriginal people were deported to Cherbourg from different parts of the state representing almost every language group in Queensland. For a large number of residents their traditional land is distant and maintaining links to that land has proved difficult. This has resulted in gradual erosion of traditional cultural and local identity systems, which have been partially replaced by a Cherbourg place-based identity system. Despite the fact that these children are located within a physical space and place, their sociocultural space is not an isolated self-sustaining system; global political, economic, environmental and social constructs have a direct impact. Children construct their identity through and within the multiple cultures and the places and spaces they engage with, both locally and globally. This local-global complexity means that children are increasingly creating complex identities that are part of a global multi-cultural environment. Emerging results from the multiple qualitative and quantitative methods employed in this study indicate that whilst the children have a great degree of freedom to independently move around in Cherbourg, they are simultaneously confined and restricted by the hidden boundaries of their small, segregated, rural community environment. Cherbourg is the children’s home and affords identity construction through the children’s physical and socio- cultural transactions, yet in many ways this environment also constrains the children through factors of social exclusion and socioeconomic disadvantage, which have a very real impact on the children’s future lives. Despite global influences, this local environment does little to prepare children for other sociocultural environments which nevertheless continue to hold alternative ideologies and values. This current research study shows that children are critical of their local physical and social environment, yet simultaneously maintain a firm connection and display strong place-identity links. This connection to and dependence on their local environment, however, is coupled with the children’s desire to reap the benefits of global opportunities, which to a large extent remain out of reach.