The purpose of this qualitative descriptive study was to explore how gifted high school graduates in Arizona describe their experiences of relatedness with peers and teachers as motivation in the online high school learning environment. The study's theoretical foundation is Self-Determination Theory's concept of relatedness, or connection. Two research questions served as a guide for the study: (1) How do gifted high school graduates describe their experiences of relatedness with peers as motivation in the online high school learning environment? and (2) How do gifted high school graduates describe their experiences of relatedness with teachers as motivation in the online high school learning environment? The study sample of 25 participants was interviewed using semi-structured individual interviews (15 participants) and two focus groups (10 participants). Collected interview data was analyzed using Braun and Clarke's reflexive thematic analysis. Study findings revealed the importance of connection and interaction with peers and teachers as motivation for gifted students to learn and participate in the online classroom. Researcher recommendations for further studies include exploring relatedness in the online classroom with different student populations and from the teacher perspective. Future practice recommendations include providing consistent opportunities to strengthen the connection and interaction between peers and between teachers and students in the online learning environment. [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.]