This study examines language socialization among African American cosmetology students. Specifically, I analyze the ways they are socialized through and to professional language use and identity. Data for this project include audio- and video-taped participant observations of students' talk and interaction during two weekly theory classes, daily "floorwork" involving hair styling practice on mannequins and live models, local hair care conventions, and, lastly, fieldtrips to local salons. Using ethnographic modes of inquiry and discourse analysis, this dissertation broadens the spectrum of existing studies of language socialization which typically focus on children's development as competent speakers. By looking at African American student cosmetologists' language learning and use, this study also contributes to burgeoning scholarship on African American women's discourse styles, professional discourse, and situated learning within communities of practice.