This case study investigation of three Academically Gifted African American male high school seniors in a predominantly African American urban high school examines the interplay between their ethnic and academic identity. Using an embedded micro-ethnographic approach, we explore the extent to which these students value educational attainment, the extent to which they connect with their ethnicity, and those ''significant others'' who inhibit or dissuade the development of their ethnic and/or academic identity. Consistent with the conclusions of more recent educational literature, findings indicate participants in this investigation value the purpose and intent of schooling and the mobility associated with it, express ''Blackness'' is an essential component of their academic achievement and overall self concept, and credit people within their immediate social network for opening their eyes to social injustices within the world at an early age. Implications for research and practice are discussed.

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