This paper focuses on a major theme, identity negotiation, that arose from a qualitative study exploring the experiences of school for a group of gifted and talented adolescents in Aotearoa New Zealand. The perceptions and beliefs of the group of adolescent participants were prioritised within the phenomenological study. Findings highlight the complexities of the identities and identity negotiations of gifted and talented adolescents. Porous identity profiles within an Aotearoa New Zealand context were developed from the stories collected from the participants. These are summarised into a model which illustrates the tensions that can evolve around developing identities. The search for a "fit" in their particular socio-cultural milieu and in the world of school was a predominant concern for this diverse group of young people. The model and discussion are intended to assist educators in understanding the social and emotional vulnerabilities of gifted and talented adolescents and in critically considering the type of support needed to address their academic and social needs.