Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students' motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured conceptualization exercise that revealed why they chose to concurrently enroll in university courses. Participants brainstormed responses to a focus prompt, then structured the data by sorting and rating their responses. The structured data were analyzed using multidimensional scaling and hierarchical cluster analysis to produce a cluster map of participants' motivations. In order of importance, key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting ahead, (d) love of learning, (e) self-fulfillment, (f) seeking challenge, and (g) socializing. The key concepts were examined within a self-determination theory framework. Study findings provide a deeper understanding of high-achieving students' views on concurrent enrollment. Educational and research implications are discussed.