When you are told at the age of eleven that you are academically advanced compared to your classmates, you internalize that label and shape your academic self-concept on the basis of the expectations that come with it. From my primary to secondary schooling in Gifted and Talented Education (GATE) programs, I was taught advanced content because teachers assumed my peers and I were “above grade level” due to our results from GATE screening tests. This article reflects on the impact of these labels on learners.