A study of the development of a gifted female who experienced trauma was unusual in its length, qualitative methodology, and focus, and required commitment and perseverence in both researcher and subject. After a presentation of purpose, methods, findings, and implications for educators and clinicians, the last as related to the asset-burden paradox of giftedness, the subject herself will offer perspectives about being the subject of such a case study, which involved extensive interviews and written correspondence. The study became functional, offering a nonjudgmental blank slate on which to "write through" the process of positive disintegration.