As an undergraduate, I spent my summers working for the Center for Talented Youth, a program affectionately named “Nerd Camp” by the kids and staff. One day, I was chatting with a student as I escorted her from the counselor’s office back to her classroom. She informed me of the reason for her visit to the counselor, one of the licensed mental health professionals at every CTY site, and talked about their conversation. Then she concluded with a heavy sigh and said, “Sometimes being gifted… isn’t such a gift.” That moment, though I didn’t fully realize it at the time, would set me on a path towards becoming a mental health professional who counsels and researches exclusively with the gifted population. Although I had been identified as gifted myself at the age of five, and had dealt with my own share of existential angst, anxiety, and depression for many years, it had never occurred to me that any part of the struggles I had experienced were related to my giftedness. I had, instead, internalized the belief that something was just wrong with me and how I viewed the world. In fact, it was not until I finally landed in a therapist’s office that I began to untangle the complicated messages and problematic core beliefs about myself that I had unquestioningly taken to heart over the years. It was a painful process, and soul-shaking in many ways. But I also found it liberating, and at the end of it all I felt more comfortable in my own skin than I had ever thought possible. By the time I encountered that CTY student, I was already aware that my experiences did not have to be universal for every gifted person, that it was possible to help the gifted understand their unique brain and learn to embrace who they are in all their fabulous neurodiversity. I began to imagine myself as a mental health counselor, working with gifted children, helping them guard against learning all of the negative lessons about being gifted that took me years of therapy to unlearn. I opened my private practice, The Gifted Center, as soon as I was able to and began taking clients. However, what I very quickly learned was that another thing that was unique about my experiences growing up, albeit a more positive one, was that by virtue of attending a public kindergarten in Florida, one of the subset of states where funding of gifted education was mandated by law, I had access to testing, identification, and services that many others of my generation did not. Now those same fellow Gen Xers were bringing their gifted children to me for therapy and, as they learned more about their child’s gifted brain, it began to dawn on them that they might in fact, be gifted as well. They started asking if I could provide therapy for them, too. Soon enough, my practice was fairly evenly split between youths and adults, and I found that I truly loved working with both populations. Opening my practice to adults also allowed me to provide couples’ counseling for gifted couples, a part of my clinical work I especially enjoyed. As a clinician, I choose to center my practice around the three interrelated activities of therapy for the gifted and talented of all ages, education for the community on the socioemotional aspects of giftedness, and advocacy and consultancy for the gifted community. Additionally, I work to bring awareness of the unique needs of the gifted to mental health professionals throughout my state and beyond through training and supervision. I am also, by profession and passion, an academic and a counselor educator. In that role, I not only educate future mental health counselors, school counselors, and couples and family therapists on working with the gifted and talented, I am also engaged in research to further the goal of promoting the mental wellness of gifted clients. My current dissertation work is a retrospective examination into the experiences of gifted adults in counseling. When complete, I plan to disseminate my findings as widely as possible so as to reach as many mental health professionals as I can with information that can hopefully help them reach their gifted adult clients in new and impactful ways. My ultimate goal is to reduce the chances that any other person will suffer the unnecessary pain that I did as I grew up gifted. Through my clinical work, original research, and the education of new mental health professionals, I hope to ensure that as much of the gifted population as possible is able to recognize, utilize, and celebrate their neurodiversity. In this way, I can perhaps make being gifted feel like more of a gift.