The purpose of this study was to better understand the early educational experiences of medical students through their creation of chronological educational maps. Twelve first-year medical students participated in this study. Each participant was asked to map the most memorable aspects of their childhood education in chronological order. These maps were created by hand, and typically consisted of 15 to 25 specific memories, which participants recalled as particularly important within their scholastic journey. Following the creation of these maps, a semi-structured interview was conducted with each participant to further explore these experiences. This map and interview data indicated similarities in relation to personal attributes, family background, and interests. Specific themes including curiosity, creativity, and a disinterest in social politics emerged. In addition, participants mapped and spoke about comparable experiences with pivotal events such as being exposed to health-care professionals. Also, regarding their academic achievements, many were identified in elementary school as gifted. The data extracted from the study demonstrated the usefulness of this biographical method to better understand the educational journeys of future physicians and offered insight into the areas in which these high-achieving students were advantaged or found difficulty.