Dropping out of school represents the culmination of a process that begins long before a student enters high school. It is estimated that a quarter of students with high potential leave school without a high school diploma; however, research on how high-potential students uniquely experience dropping out of school is in its beginning stages. This study sought to acquire a rich understanding of how 14 gifted individuals who did not complete high school interpreted this experience and the meaning they attributed to it. Six major themes emerged from the data: (a) significant external circumstances, (b) need for support, (c) social influences, (d) outlets, (e) an alternate path, and (f) reflecting on the path. This exploratory study enhances our understanding of why gifted students choose to leave school and supports the validity of alternate paths to success.