Identity is a foundational element in a person's development and can influence all aspects of a person's life. Although research on adolescent identity development is a growing field, there are opportunities for additional research on this stage of development, with specific focus needed on the role of asynchronous development. This study utilized narrative inquiry to better understand the development of individuals who graduated high school younger than their grade peers. A group of five graduates and five parents of graduates who graduated high school within two months of turning 17 or younger were interviewed to understand their experiences growing up gifted and their transition out of high school. Utilizing a narrative inquiry methodology with elements of phenomenological research, participants shared stories and experiences related to growing up gifted or raising gifted children, with a specific focus on when graduates felt most authentic. By coding the participant narratives, four core themes were identified: passion as a foundation of identity development, freedom and control, peer and adult impact on identity development, and challenges of the first semester of college. A discussion of the implications of these themes and recommendations for further research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]