This research identifies characteristics of exceptionally bright but academically ‘at-risk’ university learners using Jung’s Theory of Psychological Type (1921). This theory is examined in relation to academic success rates in a southwestern Ontario university. This case study highlights students whose secondary school averages were above 85% when they entered university, but were required to withdraw from the university after their first year. Quantitative data including MBTI self-assessment results and end of term grades were collected from 420 students. Qualitative data were collected from nine semi-structured interviews with instructors and advisors who worked with these students. A mixed methods approach and transformative research design inform the data collection and analysis process. Quantitative results highlight patterns in student characteristics based on Jung’s Theory of Psychological Type
