This study examined Marcia's identity paradigm among Lebanese adolescents in relation to gender and academic achievement. Participants were 429 students in Grades 7 to 11, aged 12 to 17 years. The Ego Identity Process Questionnaire (EIPQ) was used to classify participants into the four identity statuses: Achievement, Moratorium, Foreclosure, and Diffusion. Results showed that females were mostly in Moratorium (37.4%) whereas males in Foreclosure (35.1%). The difference was statistically significant, X[superscript 2](3) = 20.40, p = 0.001. Also, females scored significantly higher on the Exploration subscale, t(425) = -2.68, p = 0.04, whereas males scored significantly higher on the Commitment subscale, t(426) = 4.19, p = 0.01. No significant achievement differences were found among students in the four identity statuses, F(3, 419) = 0.38, p = 0.13. These results suggest possible shifts in cultural norms with females developing identity through pathways believed to be males' in traditional societies.