This article on identity development and its impact on career selection examines the experiences of 6 gifted males in a university setting. Through a multiple case study research design, the lives of 6 gifted, male, undergraduate students were examined to understand how their life experiences influenced their decision to pursue elementary education as a career. Major findings included the gifted males' strong belief in self, which incorporated empathy and psychological androgyny. Data analysis on the participants identified the following factors influencing the strong belief in self: formative experiences with difficult issues during childhood, adolescence, and early adulthood; exposure to male teachers as appropriate career models; and open-minded parents who provided emotional support. Implications of the findings are presented with suggestions for meeting the psychosocial needs of intelligent, young men pursuing careers in elementary education.
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