Measuring gifted and talented ("GT") students' perceptions of their "GT" label might seem to be a relatively straightforward affair. Most of this research uses survey methods that ask "GT" students to complete Likert scale or open-ended response questionnaires about their perceptions of the label and then presents results in clear and quantifiable terms, such as "X% of students hold positive perceptions of the 'GT' label." However, our qualitative study of "GT" students in two middle school social studies classrooms presents findings that not only trouble, but prompt questions about simple proclamations regarding "GT" students' perceptions of the "GT" label. What we found was that given the opportunity to share their thoughts at length, this group of "GT" students expressed a range of often contradictory perceptions about their "GT" label. Students expressed multiple interpretations and perceptions of the "GT" label, as well as both embraced the label and rejected the label.