This study explores the development of career self-efficacy of a student who is gifted/learning disabled through a qualitative, case-study approach. The participant is a male, Caucasian high school junior who has been identified as both being gifted and having a learning disability. The results of this study indicate that early recognition of potential, opportunities and resources for talent development, and emotional supports from caring adults are critical, positive influences on career self-efficacy. Curricular and educational implications are also discussed.
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