Selective achievers are intrinsically motivated individuals whose performance matches ability only in specific areas that satisfy their interests and personal goal orientations. Through a qualitative research design, this study investigated the phenomenon of selective achievement by examining the experiences of 2 gifted university males. The findings indicated that strong intrinsic motivation, combined with independence and resistance to conformity, played important roles in shaping who these young men were as gifted selective achievers. These gifted males demanded serious intellectual challenges associated with acquiring practical knowledge that could assist them in reaching their personal goals. In addition, the young men identified educators' personalities and teaching styles as critical in determining whether or not they would put forth effort. Implications of the findings are presented along with recommendations for educators, counselors, and parents struggling to understand gifted young people who are selective in their approach to academic achievement.