The purpose of this intensive case study was to identify individual attributes, family and community factors, and effective classroom strategies and supports that foster resiliency for a gifted and talented adolescent female from poverty who is academically successful. This study adds value to literature on this marginalized group in public school systems. The observations and interviews with the adolescent female in addition to four of her educators show their perceptions of individual attributes, family and community factors, as well as classroom supports that foster resilience and success. Although the findings are unique to this case, examining how she overcame environmental and familial factors that would typically impede success has the potential to illuminate a support system that can be offered to others. The findings indicate that a combination of self-system, environmental system, purpose in life, and educational system with a strong emphasis on mentors and role models as all integral to the adolescent participant achieving academic success. [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/en-US/products/dissertations/individuals.shtml.]