This article outlines findings from a mixed methods study, which aims to address this lacuna in the field of gifted education research, by providing insight into the experiences of gifted LGBTQ+ (lesbian, gay, bisexual, transgender, queer) young people, in Ireland. Participants were asked the same set of questions regarding two sites; post-primary school and a gifted summer program. Over three methods of data collection (anonymous questionnaire, focus groups and interviews) the experiences of gifted LGBTQ+ adolescents (N = 120) were explored. The mean age of participants was 18.4. Using thematic analysis of the qualitative data, four superordinate themes were identified, all of which related to identity development for gifted LGBTQ+ adolescents. The study’s key finding across both the quantitative and qualitative data was that peers and staff at a gifted enrichment program had a more positive effect on identity development than their school-based equivalent. This study was guided by the transformative paradigm, which places central importance on the lives and experiences of marginalized communities, uses transformative theory to develop the inquiry approach and links results of social inquiry to action. As the first set of data on the experiences of gifted LGBTQ+ students in Ireland and one of the first of its kind outside the United States, it is hoped that findings from this research will benefit all educators working with this student population while expanding both the field of gifted education research and research on the experiences of LGBTQ+ adolescents.