Physics is criticized for a strong disciplinary culture that many students struggle to identify with. This study uses 12 longitudinal interviews with four high-achieving students in Norway, following them from secondary physics and into university science, technology, engineering, and mathematics (STEM) studies, exploring how they perform their identities within physics. Data were analysed thematically, and findings include that recognition as clever at something difficult motivated the students to engage with physics in certain ways, mainly doing what it takes to excel on tests and get top marks. When they entered prestigious university STEM programmes with different demands and peers, the students modified their behaviour to maintain recognition as clever. I argue that the way these students engage with physics is formed by a culture of achivement, and that by working to be and stay recognised as clever at something difficult, the students contribute to reinforcing the same culture. Implications include broadening what is recognised in our classrooms as being good at physics, especially moving beyond solving problems correctly and including scientific practices such as asking questions, collaboration, and argumentation.