In the last decade, there has been increasing research on the identity formation and experiences of Black queer men on college campuses (Mitchell & Means, 2014; Harris, 2003; Patton, 2011; Strayhorn et al., 2008, Goode-Cross & Good, 2008). However, there is scant research examining how these layered identities develop for students who are not only Black and gay, but also gifted, during their K-12 education. Through the reflections of four Black queer men who attended gifted programing in New York City for their K-12 education, this study's findings begin to unpack these negotiations. This work centers Mitchell & Means' (2014) conception of quadruple consciousness for understanding the experiences of Black gay and bisexual men in predominantly white colleges. It is also theoretically framed by Whiting's scholar identity model (2006). The findings speak to how participants were able to achieve and persist in gifted education programing with particular attention paid to notions of masculinity, while navigating early experiences as Black queer students.