The formation of chemistry identities among students is closely linked to the norms and practices prevalent in their chemistry learning environments. However, these norms may not be equally accessible or aligned with formal assessment criteria, leading to disparities for students in cultivating a positive chemistry identity. This study investigates how students conceptualise chemistry and the opportunities it affords for identity formation. Drawing upon the theoretical frameworks of figured worlds and science identity, data were collected from 45 upper secondary school students across three Danish schools through classroom observations and focus groups. The findings reveal that students perceive the laboratory and classroom settings as distinct in purpose, nature, and relevance, with varying degrees of celebration for enacted performance in each. While work in and related to the laboratory is highly valued by both students and teachers, individual enacted performance in the classroom is often equated with proficiency in chemistry. However, implicit norms for example governing the division of labour in laboratories indicate an inequitable distribution of tasks and underscore the need for a more equitable approach to identity formation in chemistry education.