This paper describes the similarities and differences between gifted and more typical adolescent dropouts. According to the factors discussed here, which include identity development, learning styles, locus of control issues, the need for meaningful work, and a sense of self, some gifted students are probably prime candidates for dropping out of school. Gifted dropouts tend to come from a higher socioeconomic level, have more stable families, and speak standard English as their primary language. Gifted dropouts appear to be going through an affective and cognitive phase of identity development, while nongifted dropouts are more likely to be escaping from what they perceive to be a hostile school environment. Gifted dropouts are also more likely to benefit from a firm support system, usually provided by their family, and eventually to return to complete their education. 87 references