Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high school students. The study was conducted with 12 traditional-aged, gifted college freshmen enrolled in high-ACT and honors sections of an extended orientation course at a small, private, Midwestern university. Data were collected through journal entries, intensive individual interviews, and focus groups conducted throughout students' first semester. The data were analyzed through a process of initial line-by-line coding, focused coding, and axial coding. A paradigm model was developed from students' descriptions of their experiences in transition. The results of the study indicate that students' academic experiences in high school directly affect the development of their academic self-concept, as well as the nature of their transition and the academic and social coping behaviors they develop. Students reported lack of challenge in high school, which for many resulted in delayed development of the requisite academic skills for successful transition to college academics. In addition, students described feeling fearful and confused as they encountered academic challenge. Furthermore, the students explained the stigma of being an honors student, as well as the unrealistic expectations they often experienced from their family and peers. Contrary to the persistent myth that gifted students will be fine on their own, this study illustrates the challenges students who experienced academic achievement in high school with little to no academic effort face when confronted with the challenge of college coursework. The constructed theory could be used for future research regarding how gifted students experience transition, effective educational environments for gifted high school students, and the effectiveness of various types of programming on their transition to college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]