Little literature, until recently, has focused on identity formation through research into the role of the student-athlete; However, over the past decade, researchers from several disciplines have studied identity formation among college students involved in competitive sports (Miller & Kerr, 2003). According to the NCAA (2012), over 460,000 college students participate in the National Collegiate Athletic Association (NCAA), and these student-athletes face many challenges during their college careers. As noted by Heird and Steinfeldt (2011), student-athletes deal with demands such as balancing athletics and academics, their physical well-being and injuries, athletic achievement or lack thereof, and relationships with friends, family, and coaches . The demands of the times these students face present a challenge in themselves that often pushes these students to focus more on their athletics than on their student obligations. Athletic identity is an important part of the multidimensional student-athlete self and can have positive and negative effects on students. These student-athletes possess multiple identities and sometimes have difficulty identifying as both student and athlete. Athletic identity consists of the behavioral, affective, cognitive, and social aspects of athletic role identification, and many college student-athletes are likely to have a strong and exclusive athletic identity (Murphy, Petitpas, & Brewer, 1996; Tyrance, Harris , & Post, 2013). Research has identified that student-athletes may experience negative consequences in non-athletic areas of their lives if they over-identify with their athletic role (Herid & Steinfeldt, 2011). The importance of identity development in c...... half of the document. .....a tremendous amount of demands and challenges throughout their college career, it is essential that professionals are aware of the issues facing this unique student group and are prepared with a theoretical framework that can be effective in assisting student-athletes through these challenges (Herid & Steinfeldt, 2011). According to Beamon (2012), students who are not athletes are less vulnerable to foreclosed professional identity because in most cases they have the opportunity to freely explore courses, majors, internships, etc. so that they adapt to their interests and abilities before committing to a single path. option. However, professionals must be aware of the impact that a strong athletic identity can have on student-athletes' identity and professional maturity and be able to advise and assist them with the challenges and difficulties they will face during their college career..