The purpose of this study was to understand the unique mental health challenges of dual credit high school students, examine my contributions to these challenges, and explore possibilities for a curriculum to address those unique challenges to foster growth and healing in response to the escalating mental health crisis affecting high achieving students. In 2019, the National Academies of Science and Math released a report labeling high achieving youth an at-risk group for significant mental health events, placing them at the same level of risk as kids living in poverty and foster care, recent immigrants, and those with incarcerated parents. This combined teacher action research and autoethnographic study used writing prompts, past student essays, and focus groups, along with my own memory work and reflection to reveal the possibilities for healing and growth in future dual credit spaces. The eight participants in this study shared their past mental health struggles, their experiences in the dual credit program, and their perspectives on healing centered interventions. Additionally, I remembered and reflected on my own teaching and parenting experiences working with high achieving youth. The findings revealed that the heart of any compassionate landscape in education will be largely dependent on teacher relationality and relational caring. High achieving students in the dual credit program I studied, like all students, have unique and diverse needs that cannot always be addressed by a one-size-fits-all model of education. Instead, they require a caring teacher to be fully attuned to their individual circumstances. During our time together, the participants agreed on many shared challenges among dual credit students as well as general characteristics of a healing-centered environment; but ultimately, it was revealed that it will only be through relationality and individualized attention that the expressed and inferred needs of each unique learner can begin to be met. [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.]